scholarly journals EFIKASI DIRI AKADEMIK, DUKUNGAN SOSIAL ORANGTUA DAN PENYESUAIAN DIRI MAHASISWA DALAM PERKULIAHAN

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Intan Prastihastari Wijaya
Keyword(s):  
Social Support ◽  
University Students ◽  
Self Efficacy ◽  
First Grade ◽  
The Self ◽  
The Social ◽  
Self Actualization ◽  
Self Adaptation ◽  
The University ◽  
Academic Self Efficacy

Abstract. The main purpose of this research is to know whether there is connection between self efficacy academic and social support parents with self adaptation of University Students. The research subject was 100 University Nusantara PGRI Kediri students consisting of 42 boys and 58 girls which was taken random and having caractesistis of the first grade of the University students and staying together with their own parents. The data of the self adaptation of the University students was obtained from the scale of self actualization. The data of the scale self efficiacy academic was also obtained from the scale of self efficacy academic. The data of social support parents was received from the scale of social support parents. The resulf of this analysis of multiple regression are from maximum R = 0,684; F = 42,717; p = 0,000 (p < 0,01). The resulf of this data analysis showing that the self efficacy academic and social support are integrated to self adaptation of the University students. The result of the analysis academic self efficacy correlation with self actualization of the University students was obtained r partial = 0,632; t = 8, 039 with p = 0,000 (p < 0,01). This data shows that there is positive correlation between academic self efficacy and self actualization. The hypothesis of the research classifying that there is correlation between them and it is acceptable. The out come of the analysis social support parents correlation with self adaption of the University students was attained r partial = 0,159; t = 1,582 with p = 0,117 (p > 0,05). This data indicates that the variable of the social support is isolated and it is not related to the self adaptation. The hypothesis of the research indicates that there is positive connection between social support and self actualization and there fore it is unacceptable or avoided. This is because of another factor that influences self adaptation of the University students a part from social support of the parents. Key word: Self adaptation, Self efficacy academic, Sosial support parents. 

scholarly journals The Influence of Social Support on the Academic Performance/Self-Efficacy of Students in Methodist University College Students, Ghana

2021 ◽  
Vol 9 (3) ◽  
pp. 264-270
Author(s):  
Peter Worlanyo Abomah
Keyword(s):  
Social Support ◽  
Academic Performance ◽  
Self Efficacy ◽  
Simple Random Sampling ◽  
Male Students ◽  
Resilience Scale ◽  
University College ◽  
The University ◽  
Higher Institutions ◽  
Academic Self Efficacy

The study examined the influence of social support on the academic performance/self-efficacy of students at Methodist University College, Ghana. The purpose is to examine whether social support influence academic performance, examine whether gender differences exist in social support students receives and their academic performance, explore how high resilience self-will predict academic performance. The research design employed was a survey. One hundred and twenty students were selected for the study from four faculties of the University using stratified proportional and simple random sampling methods. The standardized instrument of medical outcome social support survey scale, the academic self-efficacy scale, and the resilience scale were used. Four hypotheses were analyzed. The results indicate that a positive relationship between social support leads to good academic performance. There was no difference in terms of social support and academic performance by female and male students. Students with high resilience had high academic attainments. Social assistance does not influence the academic self-efficacy of students. It is recommended that Universities and higher institutions of learning should have well-functioning counselling centres. Keywords: Academic self-efficacy, Depression, Emotional Support, Psychological distress, Stress, Social Support.

scholarly journals Parenting Styles and Academic Self-Efficacy Beliefs of Omani School and University Students

2020 ◽  
Vol 10 (9) ◽  
pp. 229
Author(s):  
Said S. Aldhafri ◽  
Marwa N. Alrajhi ◽  
Hussain A. Alkharusi ◽  
Ibrahim S. Al-Harthy ◽  
Hafidha S. Al-Barashdi ◽  
...  
Keyword(s):  
University Students ◽  
Parenting Styles ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Academic Efficacy ◽  
School Students ◽  
Large Sets ◽  
Parental Authority Questionnaire ◽  
The University ◽  
Academic Self Efficacy

The present study examined the predictive role of students’ perceptions of parenting styles on their academic efficacy beliefs. This relationship was examined using two large sets of national data that were collected from school and university students to see how the relationship between parenting styles and academic efficacy beliefs may or may not vary across life stages. The sample included 1431 school students and 1119 university students cross the Sultanate of Oman. The participants responded to the Arabic version of the Parental Authority Questionnaire (PAQ) and to the Academic Self-Efficacy Scale (ASES) constructed by the researchers. Using linear regression model for each sample, the results showed that the amount of variance in school students’ academic self-efficacy beliefs explained by parenting styles (R2 adjusted = 0.21) was higher than the amount of variance explained for the university sample (R2 adjusted = 0.10). The researchers concluded that the effects of parenting styles on students’ self-efficacy beliefs decrease as children grow up.

scholarly journals Construct-Related Validity of the Emotional Skills and Competence Questionnaire – Children’s Form (ESCQ-C)

2020 ◽  
Vol 29 (1) ◽  
pp. 151-666
Author(s):  
Tamara Mohorić
Keyword(s):  
Self Efficacy ◽  
Convergent Validity ◽  
The Self ◽  
Self Report ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
The Social ◽  
General Functioning ◽  
Academic Self Efficacy

Social and emotional skills have an important role in children’s general functioning and social relationships (e.g., with peers, and family). Questionnaires measuring these competencies should be carefully developed and validated and be in accordance with the developmental stage of children. The Emotional Skills and Competence Questionnaire – Children’s form (ESCQ-C) is a self-report measure of one’s ability to perceive and understand emotions, to express and label emotions, and to manage and regulate emotions. It was developed within the theoretical framework from the Mayer and Salovey (1997) emotional intelligence model. Structural validity of the ESCQ-C was assessed in a sample of preadolescent children (N = 639, 53% girls, Mage = 11.24, SDage = 0.71), and convergent validity was tested by correlating ESCQ-C subscales scores with the social, emotional and academic self-efficacy (The Self-Efficacy Questionnaire for Children, Muris, 2001). Our results suggest the four-factor structure for the ESCQ-C. Manage and regulate emotions subscale was divided into two subscales: the self-perceived ability to regulate one’s own emotions and other’s emotions. Correlations with the self-efficacy scales were moderate, suggesting good convergent validity. The ESCQ-C can be considered a valid measure of the emotional skills and competences for children.

scholarly journals Predictors of Academic Self Efficacy: Intolerance of Uncertainty, Positive Beliefs about Worry and Academic Locus of Control

2020 ◽  
Vol 13 (6) ◽  
pp. 104
Author(s):  
Kıvanç Uzun ◽  
Zeynep Karataş
Keyword(s):  
Locus Of Control ◽  
University Students ◽  
Self Efficacy ◽  
Personal Information ◽  
Complex Structure ◽  
Intolerance Of Uncertainty ◽  
Building Blocks ◽  
Academic Locus Of Control ◽  
The University ◽  
Academic Self Efficacy

Investigation of academic self-efficacy along with intolerance of uncertainty, positive beliefs about worry and academic locus of control is believed to make contributions to the understanding of its complex structure. This study is believed to be of great importance in terms of determining the building blocks to be considered by further research aiming to explain the academic self-efficacy of university students and strengthen their academic self-efficacy. The current study aimed to determine the extent to which the above-mentioned variables predict the academic self-efficacy of university students. The relational survey model was used to reveal the extent to which the above-mentioned variables predict academic self-efficacy. The study was conducted on a total of 717 university students (499 females and 218 males) attending Burdur Mehmet Akif Ersoy University. The data of the current study were collected by using a personal information form developed by the researcher, the academic self-efficacy scale, the intolerance of uncertainty scale, the positive beliefs about worry scale and the academic locus of control scale. In the analysis of the data, Pearson product-moment correlation coefficient and hierarchical multiple regression analysis were used and for this purpose, SPSS 15.0 program was utilized. At the end of the study, it was found that the university students&rsquo; academic self-efficacy is positively predicted by positive beliefs about worry and academic internal locus of control and negatively predicted by intolerance of uncertainty and academic external locus of control. The findings of the study were discussed in the light of the related studies previously done by the other researchers.

scholarly journals Perceived social support and self-efficacy beliefs for healthy eating and physical activity among Arabic-speaking university students: adaptation and implementation of health beliefs survey questionnaire

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Habiba I. Ali ◽  
Salma Alhebshi ◽  
Fadima Elmi ◽  
Mo’ath F. Bataineh
Keyword(s):  
Physical Activity ◽  
Social Support ◽  
University Students ◽  
Health Beliefs ◽  
Healthy Eating ◽  
Self Efficacy ◽  
Perceived Social Support ◽  
The Social ◽  
Confirmatory Factor ◽  
Arabic Speaking

Abstract Background Few assessment tools exist for investigating perceived social support and self-efficacy behaviors in Arabic-speaking populations. Moreover, literature on the levels of social support and self-efficacy for adopting healthy eating and engaging in regular physical activity among Arabic-speaking young adults is currently lacking. This study aimed to adapt the Health Beliefs Survey Questionnaire (HBSQ) for Arabic-speaking populations and assess perceived social support and self-efficacy for adopting healthy eating and increased physical activity among university students. Methods In the first stage of the study, forward and backward translation and pretesting of the social support and self-efficacy scales of the HBSQ were conducted. The adapted questionnaire was administered to female university students (n = 258), and a subsample of 195 participants retook the questionnaire after 1 month. Construct validity was assessed with confirmatory factor analysis. The internal consistency of each subscale item was assessed by Cronbach’s alpha coefficient, and reproducibility was tested with intraclass correlation coefficients (ICCs) and Bland-Altman plots. In the second stage, the adapted questionnaire was used to assess the perceived social support and self-efficacy levels in a different sample of Arabic-speaking female university students (n = 283). Results Based on the results from confirmatory factor analysis, 6 items were selected for the social support scale and 19 items for the self-efficacy scale. The adapted questionnaire showed moderate to high internal reliability (Cronbach alpha coefficient = 0.681 to 0.900). The ICCs of the various subscales ranged from 0.666 to 0.997, indicating moderate to excellent reproducibility of the culturally adapted questionnaire. This was confirmed by Bland-Altman analysis. Participants in the second stage of the study reported significantly higher (P < 0.001) perceived support from family compared to friends in reducing sugar intake and increasing fiber consumption. Conclusions The results of the psychometric testing indicate the shortened Arabic HBSQ is a reliable tool for assessing perceived social support from family and close friends as well as for evaluating self-efficacy for choosing healthy foods and increasing physical activity among female university students.

Effects of Personality Traits, Social Support and Self-Efficacy on Predicting University Adjustment

2021 ◽  
pp. 002205742110250
Author(s):  
Evren Erzen ◽  
Nilufer Ozabaci
Keyword(s):  
Social Support ◽  
University Students ◽  
Personality Traits ◽  
Self Efficacy ◽  
Academic Adjustment ◽  
University Adjustment ◽  
Low Levels ◽  
The Relationship ◽  
Academic Self Efficacy

The current study examined the relationship between personality traits, social support perceptions, academic self-efficacy and the adjustment to university. Participants were 992 university students (615 [62%] female, 377 [38%]) male. Results showed that social support, conscientiousness, extraversion and at low levels agreeableness predicted friendship adjustment, while academic self-efficacy and conscientiousness predicted academic adjustment. Academic self-efficacy, social support, conscientiousness, agreeableness, and openness traits were determined to affect prediction of general adjustment to university. The significance and limitations of the results are discussed.

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