scholarly journals An Induced Successful Performance Enhances Student Self-Efficacy and Boosts Academic Achievement

AERA Open ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 233285841880619
Author(s):  
Akitoshi Uchida ◽  
Robert B. Michael ◽  
Kazuo Mori
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Junior High School ◽  
Self Efficacy ◽  
Successful Performance ◽  
School Students ◽  
Correlational Research ◽  
Before And After ◽  
One Year

A growing body of correlational research finds a relationship between self-efficacy—beliefs in one’s capabilities—and academic success. But few studies have investigated whether self-efficacy is causally related to academic success. We hypothesized that an experience of success would promote self-efficacy in junior high school students and would lead to academic improvements. To induce an experience of success, we secretly presented easy anagrams to target students (41 males and 43 females; 12–13 years old) who then outperformed their classmates (116 males and 115 females). We assessed students’ self-efficacy and academic achievement scores before and after the anagram tasks. We found that the success-induced students raised their self-efficacy, and this elevated self-efficacy persisted for as long as one year. Moreover, success-induced males eventually showed significant improvement in their academic achievement. These results provide a real-world experimental enactment of Bandura’s self-efficacy theory and have implications for the practices of educational practitioners.

An induced successful performance enhances student self-efficacy and boosts academic achievement

2018 ◽  
Author(s):  
Akitoshi Uchida ◽  
Robert B Michael ◽  
Kazuo Mori
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Academic Success ◽  
Junior High School ◽  
Self Efficacy ◽  
Successful Performance ◽  
School Students ◽  
Correlational Research ◽  
Before And After ◽  
One Year

A growing body of correlational research finds a relationship between self-efficacy—beliefs in one's capabilities—and academic success. But few studies have investigated whether self-efficacy is causally related to academic success. We hypothesized that an experience of success would promote self-efficacy in junior high school students and would lead to academic improvements. To induce an experience of success, we secretly presented easy anagrams to target students (41 males and 43 females; 12-13 years old) who then outperformed their classmates (116 males and 115 females). We assessed students’ self-efficacy and academic achievement scores before and after the anagram tasks. We found that the success-induced students raised their self-efficacy, and this elevated self-efficacy persisted for as long as one year. Moreover, success-induced males eventually showed significant improvement in their academic achievement. These results provide a real-world experimental enactment of Bandura’s self-efficacy theory, and have implications for the practices of educational practitioners.

scholarly journals PENGGUNAAN MEDIA PEMBELAJARAN VIDEO GAME IPA UNTUK MENINGKATKAN PENGUASAAN KONSEP SISWA

EDUSAINS ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 114-121
Author(s):  
Rosita Putri Rahmi Haerani
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Video Game ◽  
Empirical Studies ◽  
Interactive Media ◽  
Learning Science ◽  
Instructional Video ◽  
School Students ◽  
Before And After ◽  
The Impact

AbstractIn education, many empirical studies have shown evidence that video games have the potential to improve student learning outcomes, but there is still great controversy in the literature regarding the impact of video game. More evidence is needed to convince educators and researchers regarding the actual value and the efficiency of video game in learning science. The purpose of this study was to examine the use of video game in learning to improve the mastery of concepts about the interaction of living beings and the environment of junior high school students who played the “Selamatkan Dunia Digital!” educational gaming application that has been developed by author in previous studies. This weak experimental study collected pretest and posttest results to determine students' mastery of concepts before and after Intervention. Normalized Gain of the pretest and posttest are assumed to be the effect of the intervention. The results show a low increasing mastery of concept by students who learned by playing game, so this study stated that learning science by using instructional video game media are still not able to facilitate mastery of concept of students.Keywords: interactive media; video game; mastery of conceptsAbstrakDalam dunia pendidikan, banyak penelitian empiris telah berhasil menunjukkan bukti bahwa video game memiliki potensi dalam meningkatkan hasil belajar siswa, tetapi kontroversi besar masih ada pada literatur mengenai pengaruh game yang sebenarnya. Dibutuhkan lebih banyak bukti untuk meyakinkan pendidik dan peneliti mengenai nilai aktual dan efisiensi pembelajaran menggunakan video game. Penelitian ini dilakukan untuk mengetahui penggunaan game dalam pembelajaran untuk meningkatkan penguasaan konsep tentang Interaksi makhluk hidup dengan lingkungan siswa SMP.  Game yang digunakan dalam penelitian ini adalah game yang berjudul “Selamatkan Dunia Digital!” yang telah dikembangkan oleh peneliti pada penelitian sebelumnya. Penelitian ini merupakan penelitian eksperimen semu, dengan desain The one-Group Prettest-Posttest Design untuk memperoleh gambaran penguasaan konsep siswa sebelum dan sesudah perlakuan. Peningkatan nilai pada pretest dan posttest diasumsikan merupakan efek dari perlakuan. Hasil penelitian ini menunjukkan bahwa peningkatan nilai N-gain rata-rata siswa masih dalam kategori rendah, dan pencapaian skor posttest rata-rata siswa juga masih rendah, sehingga dapat disimpulkan bahwa pembelajaran IPA dengan menggunakan media pembelajaran media video game masih belum dapat memfasilitasi penguasaan konsep IPA siswa pada konsep Interaksi Makhluk Hidup dengan Lingkungan.Kata Kunci: media pembelajaran interaktif; video game; penguasaan konsep Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1576

scholarly journals ANALISIS KESULITAN DAN SELF-EFFICACY SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIKA BERBENTUK SOAL CERITA

2016 ◽  
Vol 3 (1) ◽  
pp. 76 ◽  
Author(s):  
Novferma Novferma
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Random Sampling ◽  
Junior High ◽  
Sampling Technique ◽  
Junior High School Students ◽  
School Students ◽  
Mathematical Problems

Penelitian ini bertujuan untuk mendeskripsikan letak, jenis, faktor-faktor kesulitan, dan self-efficacy siswa SMP swasta di Kabupaten Sleman, DIY dalam memecahkan masalah matematika berbentuk soal cerita. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian adalah 124 siswa SMP swasta di Kabupaten Sleman, DIY yang berasal dari empat sekolah dengan kategori tinggi, sedang, dan rendah. Sampel penelitian ditentukan dengan stratified proportional random sampling technique. Instrumen yang digunakan berupa tes diagnostik terdiri atas 5 butir soal, angket self-efficacy, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa kesulitan siswa dalam pemecahan masalah matematika berbentuk soal cerita terletak pada pengetahuan faktual, pengetahuan konseptual, pengetahuan prosedural, dan pengetahuan metakognitif. Jenis kesulitan yang dialami siswa yaitu pada mengingat fakta, mengingat konsep, memahami fakta, memahami konsep, menerapkan konsep, menerapkan prosedur, menganalisis prosedur, mengevaluasi faktual, mengevaluasi konsep, mengevaluasi prosedur, dan mengomunikasikan metakognitif. Faktor-faktor kesulitan yang dialami siswa SMP dalam memecahkan masalah matematika berbentuk soal cerita kelas VIII yaitu siswa merasa waktu yang diberikan tidak cukup, mudah menyerah, kurang teliti, sering lupa, merasa cemas, dan siswa tergesa-gesa untuk mengerjakan soal. Self-efficacy dari 124 siswa berada dalam kategori tinggi dengan rata-rata sebesar 90,4.Kata Kunci: analisis kesulitan siswa, self-efficacy, pemecahan masalah matematika, soal cerita AN ANALYSIS OF DIFFICULTIES AND SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING STORY FORM MATHEMATICAL PROBLEMS AbstractThis research aimed to describe the positions, types, difficulty factors, and self-efficacy of junior high school students in Sleman, DIY in solving story form mathematical problems. This study was survey research using the quantitative and kualitative approach. The subjects of this research were 124 students of private junior high schools in Sleman, DIY, which were from four different school groups in the high, middle, and low categories. The sample was established using the stratified proportional random sampling technique. The instruments which were used namely diagnostic test that consisted of 5 items, self-efficacy questionnaire, and interview guides. The results indicate that students’ difficulties in solving story form mathematical problems lie on factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The types of difficulties experienced by students include remembering fact, remembering concept, understanding facts, understanding concept, applying concept, applying procedure, analyzing procedure, evaluating fact, evaluating concept, evaluating procedure, and communicating metacognitive. Difficulty factors that grade VIII students experience in solving story form mathematical problems include: students feel that the time given is not enough, easily give up, are not meticulous enough, oftenly forget, and are anxious and impatient while solving the problems. The self-efficacy of 124 students can be categorized as high with an average score of 90.4.Keywords: analysis of students’ difficulties, self-efficacy, mathematics problem solving, story problem.

scholarly journals Attitudes and Self-Efficacy: Perspectives on Science Subjects for Junior High School Students

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
M Dwi Wiwik Ernawati ◽  
Asrial Asrial ◽  
Dwi Agus Kurniawan ◽  
Wahyu Adi Pratama ◽  
Rahmat Perdana
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Simple Random Sampling ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Correlation Test ◽  
Students Attitudes ◽  
Data Collection Technique

This study aims to analyze the differences and also the relationship between attitudes and self-efficacy of students in science lessons. This research is important because in science lessons the teacher must know the attitudes and self-efficacy of students because they affect the learning process. This type of research is quantitative with comparative type. The number of respondents used as a sample is 74 students. The data collection technique used simple random sampling. The results of the study using the T test were that there were significant differences in the attitudes and self-efficacy of students in science lessons, both female students and male students. The results of the correlation test between students' attitudes and self-efficacy towards science subjects in grade 8A showed that the two variables (attitude and self-efficacy) were related. And the results of the correlation test in class 8B showed that the two variables (attitude and self-efficacy) were related. The urgency of this research is that teachers can find out the differences in attitudes and self-efficacy between male and female students. The novelty of this research compared to previous research is that it uses Attitude and self-efficacy variables, with different indicators from previous research.

scholarly journals Model Motivasi Trisula: Sintesis Baru Teori Motivasi Berprestasi

2014 ◽  
Vol 41 (2) ◽  
pp. 218
Author(s):  
Edy Purwanto
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Task Value ◽  
School Students ◽  
Significant Loading

The purpose of this study was to find out a comprehensive model of achievement motivation appropriate for Indonesian students. Specifically, this study examined the contribution of task-value, self-efficacy and goal orientation in influencing students’ achievement motivation. The subjects of this research were 393 high school students, 219 of them are female and 174 are male. 46% of them were senior high school and 54% junior, high school students. 45% were from public schools and 55% from religion-based private schools. The task-value, self-efficacy, goal orientation and achievement motivation as scaling instruments used in this study were developed from Motivated Strategies for Learning Questionnaire Manual. The instruments had been tested and proved valid and reliable. Analysis of model testing data was done using technique of confirmatory factor analysis. The results showed that the trisula model of achievement motivation was reliable. The task-value, self-efficacy and goal orientation are significant loading factors for achievement motivation. The self-efficacy also is a significant loading factor for the task-value and goal orientation. Keywords: achievement motivation, goal orientation, self-efficacy, task-value

Sign in / Sign up

Export Citation Format

Share Document