The relationship between self-efficacy and academic achievement in high school students
By Shahrzad Elahi Motlagh, Kourosh Amrai, Mohammad Yazdani, Haitham altaib Abderahim, Hossein Souri. 2011
106 citations recorded by the source corpus.
Abstract Purpose Aim of the current study was to investigate the relation between self-efficacy and academic achievement in high school students. Method In this study, 250 students in the academic year 2010/2011 were selected by means of multistage cluster sampling and completed self-efficacy scale. To measure achievement score grade point average in classes was used. To analyze data correlation coefficient and regression analysis was used. Results analysis of data revealed that self-evaluation, selfdirecting and self-regulation are correlated with academic achievement. Among all variables entered in the equation model only self-evaluation and self-regulation entered the regression model explaining 10 percent variance of academic achievement in 2 steps. Conclusion according to the results, self-efficacy is a considerable factor in academic achievement.
Subfields: Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/6aa707fb65aa95b717afd0a33ba2a5caec043d66
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In Education
In Experimental and Cognitive Psychology
Citations in the corpus
- Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance (2015, background): “…2015; Feldman and Kubota 2015; Galla et al. 2014; Gore 2006; Hampton and Mason 2003; Lent et al. 1986; McIlroy et al. 2015; Mone et al. 1995; Motlagh et al. 2011; Pajares and Johnson 1996; Wang and Neither 2015; Wood and Locke 1987; Yazici et al. 2011; Yusuf 2011; Zimmerman et al. 1992).”