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 Explanation of academic procrastination from self-esteem, state anxiety, self-efficacy

2012 ◽  
Vol 2 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Didem Aydoğan ◽  
Yaşar Özbay
Keyword(s):  
High School Students ◽  
State Anxiety ◽  
Self Efficacy ◽  
Self Esteem ◽  
Middle Level ◽  
Male Students ◽  
Academic Procrastination ◽  
School Students ◽  
The University ◽  
Academic Self Efficacy

The purpose of the present study was to examine the interplay between academic procrastination, self-esteem, state anxiety and self-efficacy of the 11th grade high school students who are getting prepared for the University Entry Exam. Particapants were 400 students (220 female, 180 male) that were chosen randomly in Konya province. Academic Procrastination Behavior Scale (APBS), Academic Self-Efficacy (ASES), Coopersmith Self-Esteem Scale (CSES), Spielberg State Anxiety Inventory (SSAI) was used. Pearson Moments Correlation, multiple regression analyze, F-test and t-test was used to analyze data. According to the result, while low self-esteem significantly explains academic procrastination, state anxiety and self-efficacy beliefs don't explain academic procrastination. High academic procrastinators and middle level procrastinators have more state anxiety than low academic procrastinators. Also male students are more inclined to academic procrastination than female students.

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. 

School Connectedness, Academic Self-Efficacy, and Academic Performance: Mediating Role of Hope

2021 ◽  
pp. 003329412110069
Author(s):  
Hossien Zeinalipour
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
School Connectedness ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
School Students ◽  
Statistical Population ◽  
Academic Self Efficacy

The present study explored the effects of school connectedness and academic self-efficacy beliefs on academic performance among male and female high school students. It was hypothesized that hope would mediate the effects of school connectedness and academic self-efficacy beliefs on academic performance. The statistical population of the study included all high school students in a city of Iran, from whom 500 individuals were selected as the study sample using multistage random sampling. To collect the required data, three questionnaires – i.e., academic self-efficacy subscale from the Patterns of Adaptive Learning Scale by Midgley et al., Children’s Hope Scale by Snyder et al., and Brown and Evans’ School Connectedness Scale – were used. Structural equation modeling (SEM) was also applied to evaluate the proposed model, and the results indicated the statistical significance of all the path coefficients between the variables. The model showed the positive and significant relation of school connectedness, academic self-efficacy beliefs, and hope with academic performance and the relation of school connectedness and academic self-efficacy beliefs with hope. The fit indices showed that the model was well-fitted. Furthermore, the significance of all the indirect relationships was also confirmed. We concluded that, the high levels of school connectedness and academic self-efficacy are associated with high academic performance and hope seems to be an important mediator of these relationships.

scholarly journals Speaking self-efficacy beliefs of Turkish university students

2020 ◽  
Vol 15 (3) ◽  
pp. 399-411
Author(s):  
Mehmet Volkan Demirel ◽  
Ali Türkel ◽  
İbrahim Seçkin Aydın
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Professional Career ◽  
Service Period ◽  
Significant Difference ◽  
Turkish University Students ◽  
The University ◽  
Speaking Skills

Expressing thoughts and feelings effectively is a vital skill for individuals’ professional career. University students should thus attach due importance to their communication skills as they receive their professional training. Self-efficacy beliefs can be regarded as an influential element in speaking skills, and may affect different aspects of speaking performance. In this respect, the aim of this study was to examine the speaking self-efficacy beliefs of final-year university students based on different variables. The reason why this study focused on final-year students was to determine the level at which they perceived themselves in terms of speaking in the pre-service period. Accordingly, the "Speaking Self-Efficacy Scale" was administered to 843 final-year students (454 female, and 389 male) studying at a Turkish university, and the data gathered were analysed through statistical methods. The results showed that the students' speaking self-efficacy levels were considerably high based on their scores on the scale. There was no significant difference between the students' self-efficacy beliefs based on gender, but they were observed to differ in their speaking self-efficacy beliefs based on their faculties. The analysis regarding the variable of experience in prepared speeches also revealed a significant difference in the students' speaking self-efficacy beliefs. Moreover, the university students' speaking self-efficacy beliefs were found to differ based on their annual amount of reading. It can be argued that improving the current level is possible through participation in more prepared speech activities and gaining a reading habit. Keywords: Self – Efficacy beliefs, Speaking, Speaking skills.

scholarly journals Influence of Parenting Styles and self-efficacy on Academic Achievement of Secondary School Students: A case of Punjab Province Pakistan

2021 ◽  
Vol 7 (2) ◽  
pp. 215-229
Author(s):  
Muhammad Rizwan ◽  
Xuehong Qi ◽  
Muhammad Ali Talha
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Parenting Styles ◽  
Self Efficacy ◽  
Positive Impact ◽  
School Level ◽  
School Students ◽  
Study Results ◽  
And Control ◽  
Academic Self Efficacy

The study was conducted to investigate influence of parenting styles on the academic achievement of secondary school enrolment from the perspective of Pakistan's culture. A cross-sectional research design was used to complete this research. A survey was used as a method of data collection accompanied by questionnaires. A multi-stage sampling technique was used to approach the participants. The sample was comprised of 720 students at the secondary level. The outcomes of the study exposed that there is a positive link between parenting styles (responsiveness and control), academic self-efficacy, and academic achievement. The study results indicate a positive impact of parenting style (responsiveness) on the students' academic achievement at the secondary school level. Students reported differences in parenting styles (providing responsiveness and control), academic self-efficacy, and academic achievement. The study found significant differences between various groups of students' mothers' education. Results of the study revealed that responsiveness and control of parenting styles are not substantially different in various regions of the world.

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 DEMOGRAPHIC EXPLORATION OF ACADEMIC SELF-EFFICACY BELIEFS OF SELECTED SENIOR SECONDARY SCHOOL STUDENTS IN OGBOMOSO AREA OF OYO STATE

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
S. T. Akanbi
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Efficacy Beliefs ◽  
School Students ◽  
Senior Secondary School ◽  
Significant Difference ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Academic Self Efficacy

This study aimed at exploring academic self-efficacy beliefs of Senior Secondary School students using some demographic variables. The study adopted a descriptive survey research design. Two hundred and seventy-nine (279) students randomly selected from selected Senior Secondary Schools in Ogbomoso area of Oyo State participated in the study. The instrument used for r the study was the Students' Academic Efficacy Scale with reliability co-efficient of 0.76. Subjecting the data collected to statistical analysis, student t-test was used. Four hypotheses were tested at 0.05 level of significance. The results showed that male students were more self-efficacious than their female counterparts. Also, the students who are older than being in secondary school (especially SS 1 & SS2), aged 17 years and above had lower self-efficacy than students aged 17 years and below. However, significant difference did not occur among the students based on subject combinations and parental educational qualifications. The outcomes of the study were fully discussed and suggestions were made for further studies.

scholarly journals Self-Efficacy Beliefs of University Students: Examining Factor Validity and Measurement Invariance of the New Academic Self-Efficacy Scale

2022 ◽  
Vol 12 ◽  
Author(s):  
Andrea Greco ◽  
Chiara Annovazzi ◽  
Nicola Palena ◽  
Elisabetta Camussi ◽  
Germano Rossi ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Academic Success ◽  
University Students ◽  
Measurement Invariance ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Academic Experiences ◽  
Academic Tasks ◽  
Academic Self Efficacy

Academic self-efficacy beliefs influence students’ academic and career choices, as well as motivational factors and learning strategies promoting effective academic success. Nevertheless, few studies have focused on the academic self-efficacy of university students in comparison to students at other levels. Furthermore, extant measures present several limitations. The first aim of this study was to develop a reliable and valid scale assessing university students’ self-efficacy beliefs in managing academic tasks. The second aim was to investigate differences in academic self-efficacy due to gender, years of enrollment, and student status. The study involved 831 students (age M = 21.09 years; SD = 1.34 years; 66.3% women) enrolled in undergraduate programs. Indicators of academic experiences and performance (i.e., number of exams passed and average exam rating) were collected. A new scale measuring students’ academic self-efficacy beliefs was administered. Results from a preliminary Exploratory Factor Analysis were consistently supported by findings from a Confirmatory Factor Analysis. Multigroup CFA supported the presence of measurement invariance. Analyses revealed that the new scale has eight factors: “Planning Academic Activities,” “Learning Strategies,” “Information Retrieval,” “Working in Groups,” “Management of Relationships with Teachers,” “Managing Lessons,” “Stress Management,” and “Thesis Work.” Self-efficacy dimensions showed significant relations with academic experiences and students’ performance indicators, as well as differences due to gender, years of enrollment, and student status. Findings are discussed in terms of practical implications for the implementation of intervention programs aimed at fostering self-efficacy beliefs and academic success.

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