scholarly journals An investigation of social self-efficacy expectations and assertiveness in multi-program high school students

2009 ◽  
Vol 1 (1) ◽  
pp. 623-629 ◽  
Author(s):  
Şenay Koparan ◽  
Füsun Öztürk ◽  
Rüçhan Özkılıç ◽  
Yalçın Şenışık
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Social Self ◽  
School Students ◽  
Efficacy Expectations

SOCIAL SELF-EFFICACY AND INTERPERSONAL STRESS IN ADOLESCENCE

2003 ◽  
Vol 31 (4) ◽  
pp. 323-332 ◽  
Author(s):  
Rumi Matsushima ◽  
Kunio Shiomi
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Self Efficacy ◽  
Interpersonal Stress ◽  
Stress Coping ◽  
Social Self ◽  
School Students ◽  
The Mean ◽  
The Relationship

The purpose of this study was to examine the relationship between social self-efficacy and interpersonal stress in adolescence. Three scales, measuring social self-efficacy, interpersonal stress and interpersonal stress coping were administered to 180 high school students. Scores on social self-efficacy were negatively correlated with those on interpersonal stress and interpersonal stress coping. Furthermore, interpersonal stress scores correlated positively with interpersonal stress coping. A two-factor analysis on the mean scores for factors of interpersonal stress was conducted to examine social self-efficacy and interpersonal stress coping differences, and the effect of social self-efficacy on the reducing of interpersonal stress.

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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