The Effects of PBL-based English Reading Activities on Korean High School EFL Students’ Self-efficacy and Academic Achievement

2016 ◽  
Vol 7 (3) ◽  
pp. 143-164
Author(s):  
Mi Kyeong Kim ◽  
Chul Joo Uhm
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Self Efficacy ◽  
English Reading ◽  
Efl Students ◽  
Reading Activities

Multidimensional Perfectionism in a Sample of Jordanian High School Students

2013 ◽  
Vol 23 (1) ◽  
pp. 95-105 ◽  
Author(s):  
Abdul-Kareem M. Jaradat
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Satisfaction With Life ◽  
Satisfaction With Life Scale ◽  
School Students ◽  
Counselling Services ◽  
High Standards ◽  
General Self Efficacy

Counsellors need to be able to understand perfectionism in students, and the different forms that this perfectionism may take, in order to provide their students with the appropriate counselling services. This study investigated gender differences in perfectionism, and examined the relationship of perfectionism to general self-efficacy, life-satisfaction, academic achievement and satisfaction with academic achievement among a sample of 419 high school students (47.0% female, 53.0% male). Data were collected using five scales: (1) The Almost Perfect Scale — Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001); (2) the General Self-Efficacy Scale (GSES; Schwarzer & Jerusalem, 1995); (3) the Satisfaction With Life Scale (SWLS; Diener, Emmons, Larsen & Griffin, 1985); (4) a single item scale for measuring satisfaction with academic achievement; and (5) a demographic information form. Results indicated that females are significantly more perfectionist than males. Adaptive perfectionists had higher self-efficacy, satisfaction with life, academic achievement and satisfaction with academic achievement than did both maladaptive perfectionists and nonperfectionists. Furthermore, there were no significant differences between maladaptive perfectionists and nonperfectionists on any of these variables. This implies that prevention and intervention programs should be designed to enable high school students to set realistically high standards.

scholarly journals The Psychosocial Factors of Academic Achievement: Three Different Theoretical Models

2019 ◽  
Vol 9 (3) ◽  
pp. 100-113
Author(s):  
Martha Patricia Gutiérrez Tapia ◽  
Alejandra Del Carmen Domínguez Espinosa ◽  
María Mercedes Ruiz Muñoz ◽  
Jaime Fuentes Balderrama ◽  
Emiliano Gutiérrez Fierros
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Explanatory Power ◽  
Theoretical Models ◽  
Self Control ◽  
Public High School ◽  
School Students ◽  
Fit Statistics

Within individual factors that affect academic achievement, personality traits have been the least explored eventhough there is evidence that suggest conscientiousness, neuroticism and self-efficacy are direct contributors ofacademic achievement. We used a sample of 725 Mexican public high school students (Mage =18, SDage =1.09,59% female) to test three Path Analysis models based on those proposed by Stajkovic, Bandura, Locke, Lee andSergent, (2018). Although the models present very similar fit statistics and explanatory power, the intrapersonalmodel is more parsimonious, presents better fit indices and was therefore chosen as our final model. The modelidentifies middle school GPA, self-efficacy, neuroticism and conscientiousness as direct predictors of high schoolacademic achievement, and both extraversion and academic self-concept as indirect predictors when mediatedby self-efficacy. Students can use the power of their own self-efficacy beliefs as support for staying in school,boosting their aptitudes and enhancing previously acquired knowledge. We would suggest the addition of stronger correlates to high school academic achievement such as self-control as well as experimental data on how easy cognitions and capabilities can change in the sample.

scholarly journals Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency

2009 ◽  
Vol 32 (4) ◽  
pp. 797-817 ◽  
Author(s):  
Annemaree Carroll ◽  
Stephen Houghton ◽  
Robert Wood ◽  
Kerrie Unsworth ◽  
John Hattie ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Mediating Effects ◽  
School Students ◽  
Academic Aspirations

scholarly journals Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students in Higher Education: Is there a Relationship?

2018 ◽  
Vol 7 (1) ◽  
pp. 68 ◽  
Author(s):  
Ahmad Asakereh ◽  
Nouroddin Yousofi
Keyword(s):  
Academic Achievement ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Reflective Thinking ◽  
Self Esteem ◽  
Thinking Skills ◽  
State Universities ◽  
Background Information ◽  
Efl Students ◽  
General Self Efficacy

The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information questionnaire, the reflective thinking skills questionnaire (Kember et al., 2000), the general self-efficacy scale (Schwarzer & Jerusalem, 1995) and Rosenberg self-esteem scale (Rosenberg, 1965). The results of two correlation matrixes revealed that there were statistically significant positive relationships between general self-efficacy, self-esteem and academic achievement of Iranian EFL students, while reflective thinking had no significant relationship with self-esteem, self-efficacy and academic achievement of the participants; in addition, no significant relationship between the components of reflective thinking and academic achievement of Iranian EFL students was observed. Moreover, the results of multiple regression analysis showed that between self-esteem and self-efficacy, the former was a stronger predictor of academic achievement of the Iranian EFL students. 

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