Psychopathology and Academic Performance among Nigerian High School Adolescents: The Moderator Effects of Study Behaviour, Self-Efficacy and Motivation

2008 ◽  
Vol 16 (2) ◽  
pp. 155-162 ◽  
Author(s):  
Samuel O. Salami
Keyword(s):  
High School ◽  
Academic Performance ◽  
Self Efficacy ◽  
Moderator Effects ◽  
Study Behaviour

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.

scholarly journals Analisis Hubungan Self-efficacy dan Metakognitif terhadap Hasil Belajar Siswa SMA Berdasarkan Gender pada Konsep Genetika

2018 ◽  
Vol 1 (1) ◽  
pp. 14
Author(s):  
Dewi Purnamasari Suherman ◽  
Widi Purwianingsih ◽  
Sariwulan Diana
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
Strong Predictor ◽  
Self Regulation ◽  
Study Data ◽  
Female Students ◽  
School Students ◽  
Final Questionnaire

The lower of awareness, motivation, and self regulation students’ on learning is a major concern in science education. The purpose of this research is to analyze the effects of self-efficacy beliefs and metacognitive on academic performance among high school students based on gender on Genetic concept that include sub-concepts: Genetic Mendel, Heredity, and Mutation. Descriptive method is constructed this study. A total of 60 students XII grader of high school are participated in the study. Data were collected by Self-efficacy and Metacognitive Questionnaire, Genetic Concept Test, and Final Questionnaire.  Data were analyzed using inferential statistics, regression. Regression analysis indicated that self-efficacy and metacognitive was a strong predictor of academic performance. This case are showed by the value of regression, R = 0.612 so that self-efficacy and metacognitive were inferred was a strong predictor of academic performance. The other finding on this research show that male students are outperforming female students on self-efficacy, metacognitive, and academic performance, so that can be conducted a further research about how to increase level of self-efficacy and metacognitive on female students.

scholarly journals Self-Efficacy and Academic Performance in Algebra among First-Year Private Non – Sectarian High School Students

2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Lolly Jean C. Simbulas
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
Standardized Test ◽  
Cognitive Strategies ◽  
Survey Method ◽  
First Year ◽  
School Students ◽  
First Year Students

The determinants of students’ academic performance caught the attention of many scholars for many years now. Among other factors, self-efficacy proved to be an important predictor of academic performance. In an educational context, self-efficacy refers to students’ expectations about their ability to complete academic tasks successfully. Learners, who are unsure of their ability to complete the task, often give up when they encounter difficulties. This study tested the relationship between self-efficacy and academic performances in Algebra among first-year private non-sectarian high school students. The research design was descriptive- correlation survey method that utilizes a modified tool in Algebra self-efficacy scale in order to gather data from 163 first-year students from different high schools in Davao City. The academic performance measured in this study was based on students’ third-quarter grades. Data were treated using Mean and Pearson Product - Moment Coefficient of Correlation. The results of the study indicated that the level of students’ self–efficacy on Motivational Strategies, Cognitive Strategies, Resource Management, and Self-Regulated Learning is high. Furthermore, students’ level on academic performance in Algebra is satisfactory. Self-efficacy was not significantly related to academic performance in Algebra. The study recommends using a standardized test in algebra to measure students’ academic performance and with a bigger sample proportionate to the population of each school.Keywords— Mathematics Education, self–efficacy, academic performance, algebra, first year students, private non-sectarian, descriptive-correlational design, Davao City, Philippines

The Role of Noncognitive Factors in Predicting Academic Trajectories of High School Students in a Selective Private School

2016 ◽  
Vol 32 (1) ◽  
pp. 84-94 ◽  
Author(s):  
Catalina V. Mourgues ◽  
Sascha Hein ◽  
Mei Tan ◽  
Ray Diffley III ◽  
Elena L. Grigorenko
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Private School ◽  
Self Efficacy ◽  
Latent Class ◽  
Standardized Test ◽  
School Level ◽  
Grade Point ◽  
Noncognitive Factors

Abstract. Compared to the vast literature on the cross-sectional relationships between cognitive and noncognitive factors and academic performance across all stages of schooling, relatively few studies have explored these relationships longitudinally at the high school level, especially in students who exhibit high academic performance. In this study, surveys of self-efficacy, locus of control, and intrinsic motivation were administered to 8,586 applicants to a prestigious private college-preparatory high school during the admissions process; simultaneously, standardized test scores (SSAT) were obtained. Enrolled and nonenrolled students were compared on prior academic performance and noncognitive measures. Further, noncognitive variables and trajectories of GPA (grade point averages) across 4 years (12 time points) were explored among the enrolled students (n = 818). The enrolled students, compared to the nonenrolled, showed advantageous scores on all measures. Also the relationships between noncognitive measures and academic performance were more weak between the enrolled than the nonenrolled students. Finally, a latent class growth analysis showed four trajectories of academic performance among the enrolled students. The only noncognitive measure distinguishing the students in different trajectories was anxiety about their own self-efficacy. The differences in the relationships between noncognitive measures and academic performance in high-achieving students in a high performance environment will be discussed.

scholarly journals Relationship between academic self-efficacy, performance and anxious and depressive symptoms in emerging adult college students

Educación ◽  
2020 ◽  
Vol 29 (57) ◽  
Author(s):  
Ana Gutiérrez García ◽  
María Landeros Velazquez
Keyword(s):  
High School ◽  
Academic Performance ◽  
Self Efficacy ◽  
Depressive Disorders ◽  
Academic Behavior ◽  
First Semester ◽  
Symptoms Of Depression ◽  
High Level ◽  
The University ◽  
Academic Self Efficacy

The objective of the present investigation was to explore the levels of academic self-efficacy and their relationship with performance, anxiety and depression in a sample of emerging university adults. 114 students between 17 and 30 years of age (SD = 2.12), answered the in the Academic Behavior Self-efficacy Scale, the Diagnostic Questionnaire for Depressive Disorders and an Anxiety Inventory. For academic performance, the average grade for high school education, the university entrance exam and the first semester of university were considered. The analysis of the measurement of the levels of each of these variables and their correlation, indicated that the respondents who had low academic self-efficacy when entering university, had the lowest academic performance during high school and a high level of anxiety upon entering university without symptoms of depression.

Self-efficacy in relation to occupational consideration and academic performance in high school equivalency students.

1990 ◽  
Vol 37 (4) ◽  
pp. 407-418 ◽  
Author(s):  
Enrique Bores-Rangel ◽  
A. Timothy Church ◽  
Dottie Szendre ◽  
Carolyn Reeves
Keyword(s):  
High School ◽  
Academic Performance ◽  
Self Efficacy ◽  
High School Equivalency

School Connectedness, Academic Self-Efficacy, and Academic Performance: Mediating Role of Hope

2021 ◽  
pp. 003329412110069
Author(s):  
Hossien Zeinalipour
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
School Connectedness ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
School Students ◽  
Statistical Population ◽  
Academic Self Efficacy

The present study explored the effects of school connectedness and academic self-efficacy beliefs on academic performance among male and female high school students. It was hypothesized that hope would mediate the effects of school connectedness and academic self-efficacy beliefs on academic performance. The statistical population of the study included all high school students in a city of Iran, from whom 500 individuals were selected as the study sample using multistage random sampling. To collect the required data, three questionnaires – i.e., academic self-efficacy subscale from the Patterns of Adaptive Learning Scale by Midgley et al., Children’s Hope Scale by Snyder et al., and Brown and Evans’ School Connectedness Scale – were used. Structural equation modeling (SEM) was also applied to evaluate the proposed model, and the results indicated the statistical significance of all the path coefficients between the variables. The model showed the positive and significant relation of school connectedness, academic self-efficacy beliefs, and hope with academic performance and the relation of school connectedness and academic self-efficacy beliefs with hope. The fit indices showed that the model was well-fitted. Furthermore, the significance of all the indirect relationships was also confirmed. We concluded that, the high levels of school connectedness and academic self-efficacy are associated with high academic performance and hope seems to be an important mediator of these relationships.

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