scholarly journals Effectiveness of Self-Efficacy Group Training on Achievement Motivation and Self-Efficacy of High School Students

2018 ◽  
Vol 2 (1) ◽  
pp. 32-38
Author(s):  
Zahra Shokhmgar ◽  
Malihe Mohammad pour ◽  
Mohammad Sanjari ◽  
◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Group Training ◽  
School Students

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

scholarly journals Training Effect Of Self Efficacy Of Career Decision Making Self Efficacy (CDMSE) And N-Ach On Student SMAN 01 Pasuruan East Java

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eko Hari Febriantomo ◽  
Suharnan
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Control Group ◽  
School Students ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

This study aims to test the effectiveness of self-efficacy training to improve confidence in making career decisions (CDMSE) and achievement motivation (N-Ach) in 60 high school students. Through experimental approaches, obtained by 30 students as the experimental group and 30 students as a control group. Data were collected through questionnaires tests before and after the test, which is then analyzed by t-test. As the results of pre-test and post-test on a scale CDMSE test for the experimental group obtained probability value of 0.000 (p <0.05), which means that the hypothesis of no effect of self-efficacy training to CDMSE acceptable. so that self-efficacy training gives pangaruh to decision making career in high school students to determine the level of studies. And the results of the analysis of pre test and post test N-Ach-scale test in the experimental group obtained probability value of 0.000 (p <0.05), which means that in the experimental group there are differences in the results of pre-test to post-test. So the hypothesis that there is the influence of self-efficacy training to N-ach proven.

scholarly journals Pengaruh math phobia, self-efficacy, adversity quotient dan motivasi berprestasi terhadap prestasi belajar matematika siswa SMP

2016 ◽  
Vol 3 (2) ◽  
pp. 259 ◽  
Author(s):  
St. Rahma Sami Ahmad
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
School Students ◽  
Ex Post ◽  
Ex Post Facto

Tujuan penelitian ini adalah untuk mendeskripsikan pengaruh langsung dan tidak langsung phobia matematika, self-efficacy, Adversity Quotient dan motivasi berprestasi terhadap prestasi belajar matematika siswa kelas VII di Kabupaten Gowa. Jenis penelitian ini adalah penelitian ex post facto. Subjek penelitian adalah 217 siswa SMP kelas VII yang berasal dari 8 sekolah di 8 kecamatan yang berbeda. Data dianalisis dengan metode analisis deskriptif dan analisis jalur dengan bantuan program pengolahan data statistik SPSS 21 dan AMOS. Selain itu dilakukan uji Sobel untuk menguji hipotesis variabel intervening. Hasil penelitian menunjukkan phobia matematika, self-efficacy, Adversity Quotient dan motivasi berprestasi memiliki pengaruh langsung dan tidak langsung terhadap prestasi belajar matematika siswa.Kata Kunci: ex post facto, phobia matematika, self-efficacy, Adversity Quotient, motivasi berprestasi, prestasi, analisis jalur The effect of math phobia, self-efficacy, adversity quotient and achievement motivation on mathematics learning achievement of junior high school students AbstractThis research aimed to describe direct and indirect influences of mathematics phobia, self-efficacy, Adversity Quotient, and achievement motivation on student achievement of class VII in Gowa district. This research was an ex post facto research. The subjects were 217 junior high school students of class VII derived from eight schools in eight different districts. The data obtained were analyzed by using the descriptive analysis and path analysis with statistical data processing program SPSS and AMOS. Moreover, Sobel test was used to examine the hypothesis of intervening variables. The result showed math phobia, self-efficacy, Adversity Quotient and achievement motivation has a direct and indirect influence on students mathematics learning achievement.Keywords: ex post facto, math phobia, self-efficacy, Adversity Quotient, achievement motivation, achievement, path analysis

scholarly journals The High School Competencies Scale (H-Comp Scale): A First Validation Study

2021 ◽  
Vol 11 (2) ◽  
pp. 570-584
Author(s):  
Diego Boerchi ◽  
Paola Magnano ◽  
Ernesto Lodi
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Family Relationships ◽  
Self Efficacy ◽  
Concurrent Validity ◽  
Extrinsic Motivation ◽  
Self Esteem ◽  
Emotional Reactions ◽  
School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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