The Role of Academic Self-Efficacy, Academic Motivation and Academic Self-Concept in Predicting Secondary School Students’ Academic Performance

Akomolafe, Moyosola Jude; Ogunmakin, A.O.; Fasooto, Gbemisola Mary

doi:10.5901/jesr.2013.v3n2p335

Cited by 33 publications

(32 citation statements)

References 39 publications

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“…This result complies with the results of previous literature studies (Hampton & Mason, 2003;Zajacova et al, 2005;Fettahlıoğlu et al, 2011;Diseth, 2011;Yazıcı et al, 2011;Çikrıkçi & Odacı, 2013;Komarraju & Nadler, 2013). Another result parallel with the findings of the previous literature studies (Şahin et al, 2011;Yaratan & Suphi, 2012;Abd-Elmotaleb & Saha, 2013;Akomolafe et al, 2013) is the positive correlation between academic self-efficacy variable and academic achievement. Positive correlation of academic achievement with self-efficacy and academic self-efficacy variables can be suggested to be important for the planning and implementation works of education and training processes.…”

Section: Discussionsupporting

confidence: 91%

“…As a matter of fact, Zimmerman (2000) stated that self-efficacy belief has no single disposition, rather has a multi-dimensional characteristic and, in turn, may differ according to fields. On the other hand, there is no literature study examining academic achievement on the basis of fields or courses, however, self-efficacy (Hampton & Mason, 2003;Fettahlıoğlu et al, 2011) and academic self-efficacy (Yazıcı et al, 2011;Abd-Elmotaleb & Saha, 2013;Akomolafe et al, 2013) are detected to be predictors of academic self-efficacy in the context of general academic achievement.…”

Section: Discussionmentioning

confidence: 99%

“…Studies have also been conducted to examine academic achievement in the context of academic self-efficacy which reflects academic dimension of self-efficacy. Academic self-efficacy has been detected to be an affective variable on academic achievement in the studies conducted on undergraduates (Abd-Elmotaleb & Saha, 2013;Şahin et al, 2011;Yaratan & Suphi, 2012) and high school students (Akomolafe, Ogunmakin, & Fasooto, 2013). The ability of academic self-efficacy variable to explain academic achievement has also been found to vary, as the case in self-efficacy variable.…”

Section: Introductionmentioning

confidence: 96%

See 2 more Smart Citations

Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-efficacy and Anxiety

Yüksel

Geban

2015

Journal of Education and Training Studies

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This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school located in Ankara, the capital city of Turkey. According to the results of the study, academic self-efficacy perceptions of students predicted achievement in physics, chemistry and math courses. Achievement in biology course, on the other hand, was predicted by student self-efficacy. When the results were examined according to the anxiety variable, trait anxiety was detected to predict physics course achievement and state anxiety to predict math course achievement. Study results showed that types and effects of anxiety and self-efficacy variables vary depending on the characteristics and nature of courses.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

See 1 more Smart Citation

Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-efficacy and Anxiety

Yüksel

Geban

2015

Journal of Education and Training Studies

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“…The effect of academic self-efficacy on academic performance and achievement is well documented in literature (Brown, Lent, and Larkin, 1989;Zajacova, et al, 2005;Sharm and Silbereisen, 2007;Akomolafe, et al, 2013). The relationship between academic self-efficacy and academic performance can be understood from the perspective that students with high sense of efficacy have the capacity to accept more challenging tasks, high ability to organize their time, increased persistence in the face of obstacles, show lower anxiety levels, show flexibility in the use of learning strategies and have a high ability to adapt with different educational environments.…”

Section: Discussionmentioning

confidence: 91%

The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance

Abdelmotaleb¹,

Saha²

2013

JEL

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This study examines the mediating influence of academic self-efficacy on the link between perceived academic climate and academic performance among university students. The participants in the study consist of 272 undergraduate students at the University of Assiut, Assiut, Egypt. A scale to measure perceived academic climate, was developed. To ensure this scale was both reliable and valid we used Crombach's alpha test. We relied on Landry's category "self-efficacy for academic achievement" from The College Student Self-Efficacy Scale (CSSES) to assess academic self-efficacy. Participants' GPAs were used as a measure of academic performance. Descriptive statistics, (Person Product Moment Correlation, T-test as well as simple and multiple regressions) were used to analyze the data. The results demonstrated that perceived academic climate and academic self-efficacy significantly correlated with students' academic performance. The mediating effect of academic self-efficacy on the relationship between perceived academic climate and students' academic performance was also established. It is worth mentioning that academic self-efficacy mediated the relationship between perceived academic climate and academic performance in the theoretical schools sample (full mediation), male and female samples (partial mediation). In contrast, it could not mediate this relationship in the practical schools sample. On the basis of the findings, it was recommended that academic self-efficacy should be enhanced using counseling strategies.

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“…To achieve this goal, it is important that students are eager to learn and have faith that they can succeed. Although many studies exist that focus on the academic motivation and academic self-efficacy of university students [17,18], studies concentrating on nursing students are few. This study has been conducted to evaluate the academic motivation and academic self-efficacy levels of nursing students.…”

mentioning

confidence: 99%

Academic Motivations and Academic Self-Efficacy of Nursing Students

2017

Ann Clin Anal Med

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Öğrenme sürecinde önemli rolleri olan akademik motivasyon ve akademik öz yeterlik akademik başarıyı artırarak, eğitim hedeflerinin gerçekleşmesine, dolayısıyla kaliteli hemşirelerin yetişmesine imkan sağlamaktadır. Bu çalışma hemşirelik öğrencilerinin akademik motivasyon ve akademik öz yeterlik düzeylerini belirlemek amacıyla yapılmıştır. Gereç ve Yöntem: Tanımlayıcı nitelikte bir araştırmadır. Araştırmaya bir hemşirelik okulunda birinci, ikinci, üçüncü ve dördüncü sınıfta okuyan 346 öğrenci dahil edilmiştir. Veri toplama aracı olarak Akademik Motivasyon Ölçeği ve Akademik Öz Yeterlik Ölçeği kullanılmıştır. Bulgular: Katılımcıların dışsal motivasyon toplam puan ortalamaları 66.52±10.29, içsel motivasyon toplam puan ortalamaları ise 64.60±10.75 olarak bulunmuştur. Birinci sınıfların içsel motivasyon düzeyleri ikinci ve dördüncü sınıflardan yüksek, üçüncü sınıfların dışsal motivasyon düzeyleri ise diğer sınıflardaki öğrencilerden daha düşüktür. Öğrencilerin içsel motivasyon ve dışsal motivasyon düzeyleri ile akademik öz yeterlikleri arasından pozitif ilişki olduğu belirlenmiştir. Tartışma: Araştırmada akademik motivasyon yönünden sınıflar arasında fark olduğu bulunmuştur. Bu nedenle tüm sınıflarda akademik motivasyonun artışını sağlayacak psikoeğitimsel girişimlerin uygulanmasının öğrenmeye istekli, özgüvenli hemşirelerin yetişmesine katkı sağlayacağı düşünülmektedir.

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The Role of Academic Self-Efficacy, Academic Motivation and Academic Self-Concept in Predicting Secondary School Students’ Academic Performance

Abstract: The purpose of this study was to investigate the role of academic self-efficacy, academic

Cited by 33 publications

References 39 publications

Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-efficacy and Anxiety

Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-efficacy and Anxiety

The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance

Academic Motivations and Academic Self-Efficacy of Nursing Students

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