ACADEMIC SELF-EFFICACY AMONG UNIVERSITY STUDENTS

2020 ◽  
Author(s):  
Eva Sedláková ◽  
Alžběta Vaňková ◽  
Aneta Chytilová
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Academic Self Efficacy

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

scholarly journals Measuring University Students’ Perceptions and Attitudes toward Sudden Transition to Online Learning and Academic Self- Efficacy

2021 ◽  
Vol 9 (4) ◽  
pp. 153
Author(s):  
Mona Saad Alamri
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Learning Experiences ◽  
Statistical Correlation ◽  
Social Distancing ◽  
Sudden Transition ◽  
Academic Self Efficacy

Online learning has unquestionably shaped contemporary education. The emergence and spread in recent months of the COVID-19 virus, with the attendant preventative implementation of social distancing, has significantly enhanced online learning’s influence. In the Kingdom of Saudi Arabia, where strict social distancing precautions were implemented early in the pandemic, thousands of college students were rapidly shifted from conventional to online instructional environments. Now that these students have a semester of experience with online learning, the time is propitious to explore these students’ online learning experiences. One concept in connection with which students’ online learning experiences have not been extensively studied is that of academic self-efficacy. The present study seeks to investigate Jeddah University students’ experiences with online learning in light of their assessments of their academic self-efficacy. Employing a combined descriptive/correlational research design organized around a pair of survey instruments—one designed to query students’ online learning experiences and a second designed to measure their senses of their academic self-efficacy—the present study investigates attitudes of a population of 1,167 Jeddah University undergraduate students randomly selected from the available pool of 16,893 individuals. The study finds that student attitudes with respect to both online learning and self-efficacy are high. It shows, furthermore, significant statistical correlation between students’ highly positive experiences with online instruction and their high senses of their academic self-efficacy. By developing the understanding regarding student attitudes and self-efficacy, this research opens avenues for further research into the connections between online learning and students’ self-perceptions. Moreover, the study’s findings hold significant implications for bettering Saudi Arabian e-learning, an outcome fully in keeping with the policy goals outlined in the 2030 vision.

scholarly journals Investigation of the Relationship between Academic Self-Concept and Academic Self-Efficacy of University Students Receiving Sports Education

2021 ◽  
Vol 7 (3) ◽  
pp. 68
Author(s):  
Isa Doğan ◽  
Gamze Durmuş
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Personal Information ◽  
Pearson Correlation ◽  
Self Concept ◽  
Test Analysis ◽  
Grade Levels ◽  
Significant Difference ◽  
The Relationship ◽  
Academic Self Efficacy

In this study, it was aimed to examine the relationship between Academic Self-Concept and Academic Self-Efficacy of university students studying in the field of sports sciences. The population of the research consists of a total of 619 students from the 2nd, 3rd, and 4th grades of Karabük University Hasan Doğan School of Physical Education and Sports, while the sample group consists of a total of 241 students, 88 of whom are female and 153 are male. “Personal Information Form”, “Matovu Academic Self-Concept Scale” developed by Liu and Wang (2005) and later adapted for university students by Matovu (2014) and adapted into Turkish by Cantekin and Gökler (2019), and the “Academic Self-Efficacy Scale” developed by Kandemir (2010) were used as data collection tools in the research. The data obtained were analyzed with the SPSS-24 Package Program. At the same time, Pearson correlation analysis, Independent-Samples t-test analysis, One-Way ANOVA (One-Way Analysis of Variance), Tukey multiple comparison were used in the analysis and interpretation of the data. While there is a significant difference between the Academic Self-Efficacy Scale (ASES) and Self-Efficacy for Academic Effort, one of its sub-dimensions, according to the gender of the students, there is no significant difference between it and the other sub-dimensions. According to the grade levels of the students, there is a significant difference between the total of ASES and Self-Efficacy for Handling Academic Problems, one of its sub-dimensions, while there is no significant difference between it and other sub-dimensions.

scholarly journals INFLUENCE OF PARENTAL INCOME AND ENCOURAGEMENT ON ACADEMIC SELF-EFFICACY AND ACHIEVEMENT AMONG MALAYSIAN UNIVERSITY STUDENTS

2021 ◽  
Vol 6 (44) ◽  
pp. 81-94
Author(s):  
Kee Tan Yee ◽  
Mimi Fitriana ◽  
Sin Siau Ching ◽  
Vimala Govindasamy ◽  
Chuan Ho Meng
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Self Efficacy ◽  
Multiple Linear Regression Model ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Grade Point ◽  
Parental Encouragement ◽  
Working Status ◽  
Academic Self Efficacy

Parents play an important role in shaping the academic achievement of their children. This study aimed to investigate the association between parental factors and university students’ academic self-efficacy and academic achievement, and the correlation between academic self-efficacy and the academic achievement of university students within the context of Malaysia. The cross-sectional study recruited participants using an online questionnaire, which included demographic information such as age, current education status, current working status, Cumulative Grade Point Average (CGPA) and parents’ monthly income, the Parental Encouragement Scale (PES), and Academic Self-efficacy (ASE) Scale. A total of 196 participants responded to the survey. The results of the Pearson’s correlation showed that parental encouragement was positively correlated with academic self-efficacy (r (196)=.144, p=.044), whilst academic self-efficacy was positively correlated with CGPA (r (196) = .241, p=.001). The multiple linear regression model showed that part-time working status (β=-.184, p=.008) and academic self-efficacy (β=.252, p<.001) were significantly associated with CGPA. Parents should be encouraged and trained to develop academic self-efficacy in their children.

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