Comparison Of Self-Efficacy And Self-Regulation Between The Student With School Refusal Behavior (Srb) And The Students Without (Srb), And The Relationships Of These Variables To Academic Performance

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.

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

Assimilation: Indonesian Journal of Biology Education ◽

10.17509/aijbe.v1i1.11450 ◽

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.

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Self-efficacy and Self-Regulated Learning as Predictors of Students Academic Performance

The Open Psychology Journal ◽

10.2174/1874350101609010001 ◽

2016 ◽

Vol 9 (1) ◽

pp. 1-6 ◽

Cited By ~ 7

Author(s):

Hendriati Agustiani ◽

Surya Cahyad ◽

Muwaga Musa

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Self Efficacy ◽

Self Regulation ◽

The Other ◽

Self Regulated Learning ◽

Academic Achievements ◽

Negative Change ◽

Psychology Faculty ◽

Learning And Achievement

In this research, correlations between self-efficacy, self-regulation of learning and academic achievements in a sample of 101 students of the Psychology Faculty at Universitas Padjadjaran were investigated. The study revealed that self-efficacy, self-regulation of learning and academic achievements are positively correlated, which implies that if one of the three variables experience a positive or negative change, the other two will also experience change. The coefficient correlations found in this research are 0.456 for correlation between self-efficacy and self-regulation of learning, 0.304 for correlation between self-regulation of learning and achievement; and 0.263 for correlation between self-efficacy and academic achievement.

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