Stop, Drop, or Enroll? How Ability Beliefs Are Associated With College-Going Among Black Males

High educational attainment is associated with beneficial outcomes for both individuals and society; however, Black males are underrepresented among college students. This study drew on a positive youth development (PYD) perspective to investigate the role of academic self-efficacy beliefs (a malleable strength) in predicting academic preparedness (a measure of PYD) and how academic preparedness, in turn, was associated with immediate postsecondary enrollment. We also investigated a school-level measure of climate—academic press—as a moderator. Our study’s sample of Black male students was drawn from the Education Longitudinal Study (ELS) of 2002 and used three waves of ELS data. We found significant direct and indirect (through academic preparedness) effects of academic self-efficacy beliefs on college enrollment, and the findings indicated no differences in indirect relationships based on academic press. We discuss recommendations for future studies and the practice of school counseling.

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The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje ◽

10.15516/cje.v23i0.4049 ◽

2021 ◽

Vol 23 ◽

Author(s):

Ina Reić Ercegovac ◽

Toni Maglica ◽

Maja Ljubetić

Keyword(s):

Academic Achievement ◽

Life Satisfaction ◽

Self Efficacy ◽

Short Form ◽

Well Being ◽

Self Esteem ◽

Efficacy Beliefs ◽

Female Adolescents ◽

The Relationship ◽

Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

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Academic Self-Efficacy Beliefs of Pre-Service Elementary School Teacher Candidates

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2015.04.014 ◽

2015 ◽

Vol 186 ◽

pp. 28-32 ◽

Cited By ~ 2

Author(s):

Gulay Sarıcoban

Keyword(s):

Elementary School ◽

Self Efficacy ◽

Teacher Candidates ◽

School Teacher ◽

Efficacy Beliefs ◽

Elementary School Teacher ◽

Academic Self Efficacy

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Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2008.07.003 ◽

2008 ◽

Vol 23 (4) ◽

pp. 515-526 ◽

Cited By ~ 94

Author(s):

Jeffrey Liew ◽

Erin M. McTigue ◽

Lisa Barrois ◽

Jan N. Hughes

Keyword(s):

Longitudinal Study ◽

Self Efficacy ◽

Effortful Control ◽

Efficacy Beliefs ◽

Academic Self Efficacy

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The relationship between prosocial and antisocial behaviors in sport, general self-efficacy and academic self-efficacy: Study in department of physical education and sport teacher education

Journal of Human Sciences ◽

10.14687/ijhs.v12i2.3202 ◽

2015 ◽

Vol 12 (2) ◽

pp. 1273 ◽

Cited By ~ 1

Author(s):

Mevlüt Yıldız ◽

Ender Şenel ◽

Hasan Şahan

Keyword(s):

Teacher Education ◽

Physical Education ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Antisocial Behaviors ◽

Teacher Education Department ◽

Positive Correlations ◽

The Relationship ◽

Academic Self Efficacy ◽

General Self Efficacy

The aim of this study was to examine the relationship between prosocial and antisocial behaviors in sport, general self-efficacy and academic self-efficacy beliefs of students studying in physical education and sport teacher education department. 118 students in department of physical education and sport teacher education at Mugla Sitki Kocman University voluntarily participated in the study. 31 of the participants were national athletes while 87 of them were non-national athletes. 50 of the participant were females while 68 of them were males. Prosocial and Antisocial Behavior in Sport Scale (PABSS) was used to determine the behaviors of students whether prosocial or antisocial. General self-efficacy scale was used to determine the self-efficacy beliefs of participants. Academic Self-Efficacy scale was used to determine academic self-efficacy beliefs of students. Positive correlations have been found between age and prosocial opponent. Positive correlations have been found between general self-efficacy and prosocial teammate, prosocial opponent. Positive correlations have been found between academic self-efficacy and prosocial teammate, prosocial opponent, general-self-efficacy. Consequently, students having high level of self-efficacy beliefs in physical education and sport teacher education department can adopt prosocial behaviors.

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College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy

International Dialogues on Education Journal ◽

10.53308/ide.v8i1.243 ◽

2021 ◽

Vol 8 (1) ◽

pp. 4-23

Author(s):

Esther C. Penzar ◽

Munyi Shea ◽

Cher N. Edwards

Keyword(s):

College Students ◽

Academic Achievement ◽

Self Efficacy ◽

Specific Domain ◽

College Going ◽

Significant Difference ◽

First Generation College ◽

Trait Hope ◽

And Gender ◽

Academic Self Efficacy

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.

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INTEGRATED SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS AND IT’S IMPACT ON THEIR INSTRUCTIONAL PRACTICE

European Journal of Open Education and E-learning Studies ◽

10.46827/ejoe.v6i2.3922 ◽

2021 ◽

Vol 6 (2) ◽

Author(s):

Collins Owusu-Fordjour ◽

James Awuni Azure ◽

Charles Kwesi Koomson

Keyword(s):

High Schools ◽

Science Teachers ◽

Self Efficacy ◽

Instructional Practice ◽

Survey Design ◽

Efficacy Beliefs ◽

School Level ◽

High School Level ◽

Integrated Science ◽

The Subject

This study investigated the self-efficacy beliefs of Integrated Science Teachers in Senior High Schools and its impact on their instructional practice. The study employed the mixed method approach adopting the descriptive survey design. The study employed the use of questionnaire, interview and observation to collect data from 138 participants. Findings of the study observed that majority of the teachers had the requisite qualification to teach at the senior high school level, not all of them can confidently teach Integrated Science as an integrated whole. Some participants were of the view that since the subject encompass the various branches of science with the three main branches of the natural science dominating, it is imperative that more integrated science specialist are employed to handle the subject as an integrated whole and not in aspects as majority of the schools in the country are doing. Again, it was realised from this study that, teachers confidence level were low whenever they are teaching aspects that are not in their field of study. The study therefore recommends that regular, effective and efficient organisation of science workshops and seminars, continuous discussions about issues relating to the effective teaching of science in Senior High Schools should be held at least once every two years to enable teachers be updated with current practices in education. Again stakeholders of education should institute a scholarship package to enable more teachers to be trained to teach Integrated Science as an integrated whole to boost confidence in students. Article visualizations:<img src="/-counters-/edu_01/0895/a.php" alt="Hit counter" />

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Self-Concept, Attributional Style and Self-Efficacy Beliefs of Students with Learning Disabilities with and without Attention Deficit Hyperactivity Disorder

Learning Disability Quarterly ◽

10.2307/1511280 ◽

2002 ◽

Vol 25 (2) ◽

pp. 141-151 ◽

Cited By ~ 93

Author(s):

Waheeda Tabassam ◽

Jessica Grainger

Keyword(s):

Learning Disabilities ◽

Attributional Style ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Self Concept ◽

Students With Learning Disabilities ◽

Hyperactivity Disorder ◽

Students With Ld ◽

Academic Self Efficacy ◽

Typically Achieving

A considerable comorbidity, ranging from 40% to 80%, has been reported in the literature between learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). This study examined how students with LD and students with comorbid ADHD (LD/ADHD) differ from typically achieving peers in self-concept, self-efficacy beliefs and attributional style. The study also explored the relationship between academic self-concept, academic self-efficacy beliefs and academic-attributional style. Both students with LD and students with LD/ADHD reported significantly lower scores on academic self-concept, academic attributional style and academic self-efficacy beliefs than typically achieving peers. No significant differences were found between students with LD and with LD/ADHD on these variables. However, the LD/ADHD group reported significantly lower scores on peer-relation self-concept than the other two groups. Results revealed that the academic self-perceptions of students with learning disabilities were not significantly influenced by their comorbidity with ADHD. The correlational analysis demonstrated a close relationship between self-concept, self-efficacy beliefs and attributional style. The need for further research and implications for self-concept enhancement of students with LD and with LD/ADHD are discussed.

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