scholarly journals Predictors Of Academic Performance: Self-Efficacy And Use Of Electronic Information

2008 ◽  
Vol 9 (1) ◽  
Author(s):  
A Tella ◽  
A Tella ◽  
C O Ayeni ◽  
R O Omoba
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Electronic Information ◽  
Predictors Of Academic Performance

scholarly journals High Self-efficacy and High Use of Electronic Information may Predict Improved Academic Performance

2008 ◽  
Vol 3 (2) ◽  
pp. 35 ◽  
Author(s):  
Stephanie J. Schulte
Keyword(s):  
Academic Performance ◽  
General Education ◽  
Self Efficacy ◽  
English Language ◽  
Performance Test ◽  
Study Data ◽  
Aptitude Test ◽  
Electronic Information ◽  
Information Scale ◽  
General Aptitude Test

A review of: Tella, Adeyinka, Adedeji Tella, C. O. Ayeni, and R. O. Omoba. “Self-efficacy and Use of Electronic Information as Predictors of Academic Performance.” Electronic Journal of Academic and Special Librarianship 8.2 (2007). 24 Apr. 2008 Objective – To determine if self-efficacy and use of electronic information jointly predicted academic performance and to determine what information sources students used most often. Design – Descriptive surveys (scales) for each of the three variables. Setting – University of Ibadan, Nigeria, a metropolitan, government-supported university with approximately 18,000 students. Subjects – Seven hundred undergraduate and graduate students randomly chosen from 7 departments of the faculty (i.e., college) of education (100 students from each department). Methods – Students completed the Morgan-Jinks Self-Efficacy Scale and the Use of Electronic Information Scale. Academic performance was measured using a general aptitude test that covered general education, English language, and mathematics. The Morgan-Jinks scale consisted of 30 items, and the academic performance test consisted of 40 items. No instrument length was provided for the Use of Electronic Information Scale, and no details on the actual content of the general aptitude test or the Use of Electronic Information Scale were provided. These surveys were completed at the university under conditions similar to that of a typical exam (i.e., no talking). All 700 subjects completed the surveys, and there was no evidence of participants providing informed consent or that they were given an opportunity to withdraw from the study. Data was analyzed using multiple regression analysis, a suitable analysis for this type of data. Main Results – Self-efficacy and use of electronic information together contributed to 9% (reported as 0.9% in the article) of the variance in academic performance, and each variable statistically significantly contributed to predicting academic performance (p

scholarly journals Regression Model on Self-Esteem, Self-Efficacy, Locus of Control as Predictors of Academic Performance of students in Higher Education

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Javeria Waseem ◽  
Asim Muhammad
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Locus Of Control ◽  
Regression Model ◽  
Self Efficacy ◽  
Latent Variables ◽  
Self Esteem ◽  
Equation Modeling ◽  
Depth Analysis ◽  
Predictors Of Academic Performance

This research computed the combined effects of self-esteem, self-efficacy, and locus of control as predictors of academic performance of students in different universities of Karachi by using the Regression model. Previous researches were correlational studies in nature and reported the moderate positive correlations between the variables self-esteem, self-efficacy, and locus of control and academic performance. A questionnaire with 40 items related to self-esteem, self-efficacy,locus of control, and academic performance was designed. The data was collected from the public and private universities of Karachi. Descriptive Statistics, t-test, Correlation, and Regression were calculated through SPSS. The regression model showed that self-esteem, self-efficacy, Locus of Control significantly predicted the academic performance of the graduate students. In Structural Equation Modeling self-efficacy contributed more to the academic performance of students. Thisresearch recommends more future researches for in-depth analysis of latent variables as the idea has not researched its maturity in the context of higher education in Pakistan.

Parental Intrusiveness: Children's Self-Efficacy, Separation Anxiety, and Academic Performance

2007 ◽  
Author(s):  
Kim H. Har ◽  
Angela W. Chiu ◽  
David A. Langer ◽  
Jeffrey J. Wood
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Separation Anxiety

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

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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