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.

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

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.

scholarly journals Self-Efficacy and Academic Performance in Algebra among First-Year Private Non – Sectarian High School Students

2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Lolly Jean C. Simbulas
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
Standardized Test ◽  
Cognitive Strategies ◽  
Survey Method ◽  
First Year ◽  
School Students ◽  
First Year Students

The determinants of students’ academic performance caught the attention of many scholars for many years now. Among other factors, self-efficacy proved to be an important predictor of academic performance. In an educational context, self-efficacy refers to students’ expectations about their ability to complete academic tasks successfully. Learners, who are unsure of their ability to complete the task, often give up when they encounter difficulties. This study tested the relationship between self-efficacy and academic performances in Algebra among first-year private non-sectarian high school students. The research design was descriptive- correlation survey method that utilizes a modified tool in Algebra self-efficacy scale in order to gather data from 163 first-year students from different high schools in Davao City. The academic performance measured in this study was based on students’ third-quarter grades. Data were treated using Mean and Pearson Product - Moment Coefficient of Correlation. The results of the study indicated that the level of students’ self–efficacy on Motivational Strategies, Cognitive Strategies, Resource Management, and Self-Regulated Learning is high. Furthermore, students’ level on academic performance in Algebra is satisfactory. Self-efficacy was not significantly related to academic performance in Algebra. The study recommends using a standardized test in algebra to measure students’ academic performance and with a bigger sample proportionate to the population of each school.Keywords— Mathematics Education, self–efficacy, academic performance, algebra, first year students, private non-sectarian, descriptive-correlational design, Davao City, Philippines

scholarly journals Mối liên hệ giữa sự ủng hộ tính tự chủ của cha mẹ đối với lòng tự trọng, niềm tin vào năng lực của bản thân, và cảm xúc ở học sinh THPT [The association between parental autonomy support and offsprings' self-esteem, self-efficacy, and affects among high school students]

2020 ◽  
Author(s):  
Bich Thi Bui ◽  
Thao Thi Hoang ◽  
Quang Ngoc Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Autonomy Support ◽  
Self Esteem ◽  
School Students ◽  
Parental Autonomy Support ◽  
Parental Autonomy

Nghiên cứu được thực hiện dựa trên lý thuyết Tự quyết nhằm tìm hiểu mối liên hệ giữa sự ủng hộ tính tự chủ và kiểm soát tâm lý của cha mẹ đối với con cái và lòng tự trọng, niềm tin vào năng lực của bản thân và cảm xúc ở học sinh THPT. Mẫu nghiên cứu là mẫu thuận tiện bao gồm 262 học sinh trung học phổ thông. Kết quả nghiên cứu cho thấy sự ủng hộ tính tự chủ có tương quan thuận chiều với niềm tin vào năng lực của bản thân, lòng tự trọng và cảm xúc tích cực. Trong khi đó, kiểm soát tâm lý có tương nghịch với lòng tự trọng và tương quan thuận với cảm xúc tiêu cực nhưng không có tương quan với niềm tin vào năng lực của bản thân và cảm xúc tích cực như giả thuyết ban đầu. Phân tích mô hình đường dẫn cho thấy lòng tự trọng và niềm tin vào năng lực bản thân có thể lý giải phần nào ảnh hưởng của sự ủng hộ tính tự chủ và kiểm soát tâm lý của cha mẹ đối với cảm xúc của con cái. Nói cách khác, những học sinh được cha mẹ ủng hộ tính tự chủ thì có lòng tự trọng cao hơn, niềm tin và năng lực cao hơn, có nhiều cảm xúc tích cực hơn và ít cảm xúc tiêu cực hơn. Ngược lại, những học sinh có cha mẹ sử dụng các cách thức kiểm soát tâm lý thì có lòng tự trọng thấp và có nhiều cảm xúc tiêu cực. Các kết quả gợi ý cho cha mẹ cách nuôi dạy con nhằm đem lại những hệ quả tích cực về tâm lý xã hội ở con cái.

scholarly journals Inlfuence of Brain-Based Learning Stratgies on Academic Motivation, Stress and Self-Esteem of High School Students in North Banagalore

2021 ◽  
Vol 58 (2) ◽  
pp. 6329-6332
Author(s):  
Reshma HS, Dr Smitha M Reddy
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Learning Strategy ◽  
Self Esteem ◽  
School Students ◽  
Brain Based Learning ◽  
Free Environment

Brain-Based Learning Strategy stimulates the whole brain for effective function which results in greater academic progress.  This being the case it is bound to result in academic motivation, removal of stress and an increase in the self-esteem of students without any doubt. Brain-Based Learning Strategy provides a safe and threat-free environment whereby the meaningful presentation of content prepares the learners’ brains to store, process and retrieve the information in a soothing way.   The main objective of this paper is to study the influence of brain-based learning strategies on the academic motivation, stress and self-esteem of high school students in North Bangalore, identity the factors of brain-based learning which influence learning process among high school students and then move on to identifying the factors of  motivation, stress and self-esteem which influence the academic performance of high school students with respect to brain-based learning.  The results of the study have confirmed that brain-based learning would result in motivation, removal of stress and higher self-esteem thereby resulting in improved academic performance.

Perfectionism, Self-Efficacy, and Self-Esteem: High School Students From Hong Kong

2010 ◽  
Author(s):  
Kenneth T. Wang ◽  
Mantak Yuen ◽  
Reid H. Trotter
Keyword(s):  
High School ◽  
Hong Kong ◽  
High School Students ◽  
Self Efficacy ◽  
Self Esteem ◽  
School Students

scholarly journals FACTORS AFFECTING MALAYSIAN INTERNATIONAL HIGH SCHOOL STUDENTS’ PERFORMANCE: THE MODERATING EFFECT OF TRANSFORMATIONAL LEADERSHIP

2019 ◽  
Vol 7 (5) ◽  
pp. 1262-1271
Author(s):  
Reem Ismeil Alnawasreh ◽  
Mohamed Yusoff Mohd Nor ◽  
Ashairi Suliman
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Self Efficacy ◽  
Educational Institution ◽  
Partial Least Square ◽  
Least Square ◽  
School Students ◽  
Factors Affecting ◽  
International High School

Purpose of the study: This study intends to scrutinize the factors affecting Malaysian international high school students’ academic performance. Methodology: 117 responses were collected randomly using a questionnaire. The data were analyzed using Partial Least Square (PLS) Main Findings: The findings revealed that future goals as the most crucial factor besides peers’ support, teachers’ support and self-efficacy. Furthermore, it was also disclosed that TL moderated only the self-efficacy on Academic Performance Applications of this study: The study can be used in the context of international high school field or any educational institution as academic performance is a very broad issue discussed in the educational setting Novelty/Originality of this study: Students’ academic performance (AP) is a crucial issue for parents, schools, researchers, and governments. A number of past studies have highlighted the local university students’ AP with less attention given to the performance of international high school students. Thus, this study provides insights pertaining to international high school students

scholarly journals Prediction of High School Students’ Life Satisfaction and Academic Performance Based on Locus of Control and Self-Esteem

2016 ◽  
Vol In Press (InPress) ◽  
Author(s):  
Seyed Ali Khaleghinezhad ◽  
Mohammad Shabani ◽  
Rezvan Hakimzadeh ◽  
Hossein Nazari Shaker ◽  
Mohammad Amerian
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
Academic Performance ◽  
High School Students ◽  
Locus Of Control ◽  
Self Esteem ◽  
School Students
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