Socioeconomic Status and Self-efficacy vis-a-vis Academic Performance

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 Associations 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.

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

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe11020041 ◽

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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The Role of Academic Self-Efficacy, Academic Motivation and Academic Self-Concept in Predicting Secondary School Students’ Academic Performance

Journal of Educational and Social Research ◽

10.5901/jesr.2013.v3n2p335 ◽

2013 ◽

Cited By ~ 3

Author(s):

Moyosola Jude Akomolafe ◽

Abel Olufemi Ogunmakin ◽

Gbemisola Mary Fasooto

Keyword(s):

Academic Performance ◽

Secondary School ◽

Self Efficacy ◽

Secondary School Students ◽

Academic Motivation ◽

Self Concept ◽

School Students ◽

Academic Self Efficacy

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Learning Goal Orientation and Academic Performance: A Dynamic model

Journal of Career Assessment ◽

10.1177/10690727211043437 ◽

2021 ◽

pp. 106907272110434

Author(s):

Bingjie Lu ◽

Yingxin Deng ◽

Xiang Yao ◽

Zhe Li

Keyword(s):

Academic Performance ◽

University Students ◽

Goal Orientation ◽

Self Efficacy ◽

Self Regulation ◽

Regulation System ◽

Feedback Seeking ◽

Learning Goal ◽

Learning Goal Orientation ◽

Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

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Knowledge hiding in academia: an empirical study of Indian higher education students

Journal of Knowledge Management ◽

10.1108/jkm-10-2020-0783 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Neha Garg ◽

Asim Talukdar ◽

Anirban Ganguly ◽

Chitresh Kumar

Keyword(s):

Higher Education ◽

Academic Performance ◽

Self Efficacy ◽

The Body ◽

Equation Modeling ◽

Content Type ◽

Indian Higher Education ◽

Knowledge Hiding ◽

Academic Self Efficacy

Purpose This study aims to investigate the role of knowledge hiding (KH) on academic performance, using three antecedents – relatedness with peers, territoriality of knowledge and performance motivation. It also looked into the moderating role of academic self-efficacy upon student’s KH behavior and academic performance. The research was grounded on the theory of reasoned action. Design/methodology/approachx Structural equation modeling (SEM) was used to analyze the five hypotheses. The data was collected through a primary survey based on a structured questionnaire with a sample size of 324 students from the Indian higher education institutions. Findings The study found that performance motivation and territoriality are positively associated with KH, which is further positively related to students’ academic performance. Sense of relatedness had no influence upon KH behavior, implying that proximity of social relationships does not predict KH behavior among students. Additionally, it was also observed that while evasive (a situation where the knowledge hider deliberately provides incorrect, partial or misleading information) and rationalized KH (a situation where the knowledge hider tries to provide a rational justification for not sharing the knowledge) had a significant influence on the academic performance of the students, the effect of “playing dumb” was not significant. The study did not reveal any moderating effect of academic self-efficacy on all three forms of KH and academic performance. Practical implications The findings of the study are expected to be valuable for instructors, administrative authorities and policymakers at the higher education level, to create a more conducive teaching and learning environment. Out of the three hiding strategies, students indulge more often in rationalized KH. Based on the outcomes of this research, management may focus toward the creation of an institutional environment conducive toward knowledge sharing interdependency among students. Originality/value One of the novel contributions of this study is that it analyzes Indian higher education, providing a developing country perspective, thereby contributing to the body of knowledge in knowledge management and hiding. The study also intends to understand the interplay of constructs such as KH, territoriality, sense of relatedness and academic performance, which have not been discussed previously within the higher education context, thus making the research work original. The study was done among the students and hence, brings in the academic perspective in the KH literature, which has seen limited research impetus.

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