scholarly journals Academic Self-Efficacy of High Achieving Students in Mexico

2017 ◽  
Vol 6 (2) ◽  
pp. 84 ◽  
Author(s):  
Ana Karen Camelo-Lavadores ◽  
Pedro Sánchez-Escobedo ◽  
Jesus Pinto-Sosa
Keyword(s):  
Public Schools ◽  
Self Efficacy ◽  
Spanish Language ◽  
Education Practice ◽  
High Achieving Students ◽  
Private And Public ◽  
High Achieving ◽  
Academic Self Efficacy

The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high schoolstudents. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, highachieving students showed significantly higher academic self-efficacy that their peers. However, interesting genderdifferences were found. Whereas men had higher self-efficacy feelings towards Math, Sciences and English as asecond language; women showed higher self-efficacy in Spanish language. Likewise, private school’s studentsshowed feelings of academic self-efficacy. Implications of findings for education practice and research are discussed. 

scholarly journals Investigation of Affective and Socioeconomic Variables Predicting the Achievement Level of Low- and High-Achieving Students

2019 ◽  
Vol 5 (1) ◽  
pp. 209
Author(s):  
Ercan Çoban ◽  
Ömer Kamış
Keyword(s):  
Test Anxiety ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Environmental Awareness ◽  
Binary Logistic Regression ◽  
Achievement Level ◽  
Socioeconomic Variables ◽  
High Achieving Students ◽  
High Achieving

This study aimed to determine the affective and socioeconomic variables significantly predicting achievement level of low- and high-achieving students. The data of 1323 low-achieving and 2022 high-achieving Turkish students participated in the PISA 2015 were used in the study. The data were analyzed by using binary logistic regression. The findings showed that test anxiety; achievement motivation; enjoyment of cooperation; environmental awareness; environmental optimism; science self-efficacy; epistemological beliefs; economic, cultural and social status index (ESCS), and the information and communication technology (ICT) resources index were significant predictors of the achievement level of low- and high-achieving students. While test anxiety and environmental optimism scores of low- achieving students were higher, achievement motivation, enjoyment of cooperation, environmental awareness, science self-efficacy, epistemological beliefs, ESCS, and ICT resources scores were higher among high-achieving students. 

scholarly journals The Long-Run Impacts of Specialized Programming for High-Achieving Students

2020 ◽  
Vol 12 (1) ◽  
pp. 127-166 ◽  
Author(s):  
Sarah R. Cohodes
Keyword(s):  
High School ◽  
Public Schools ◽  
Latino Students ◽  
Sixth Graders ◽  
Fuzzy Regression ◽  
Boston Public Schools ◽  
High Achieving Students ◽  
Long Run ◽  
High Achieving ◽  
Work Class

I evaluate long-run academic impacts of specialized programming for high-achieving students by analyzing Advanced Work Class (AWC), an accelerated curriculum delivered in dedicated classrooms for fourth through sixth graders in Boston Public Schools. Fuzzy regression discontinuity estimates show that AWC has positive yet imprecise impacts on test scores and improves longer-term outcomes, increasing high school graduation and college enrollment. These gains are driven by black and Latino students. An analysis of mechanisms highlights the importance of staying “on track” throughout high school, with little evidence that AWC gains result from peer effects. (JEL H75, I21, I28, J15)

The Children of Immigrants’ Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation

2016 ◽  
Vol 49 (5) ◽  
pp. 486-517 ◽  
Author(s):  
Jennifer M. Bondy ◽  
Anthony A. Peguero ◽  
Brent E. Johnson
Keyword(s):  
Public Schools ◽  
Race And Ethnicity ◽  
Self Efficacy ◽  
Children Of Immigrants ◽  
Assimilation Theory ◽  
Segmented Assimilation ◽  
Fundamental Factor ◽  
Relevant Today ◽  
Race Ethnicity ◽  
Academic Self Efficacy

Academic self-efficacy reflects an adolescent’s level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S. public schools. Segmented assimilation theory guides this study’s understanding of the children of immigrants’ academic self-efficacy. Analyses, which draw from the Educational Longitudinal Study of 2002 and multilevel analyses, indeed reveal imperative findings. Most notably, the association between academic self-efficacy and assimilation is moderated by gender, race, and ethnicity. This article also discusses the importance of understanding the schooling of the children of immigrants in the educational system.

scholarly journals Emotional Self-Regulation as a Predictor of Self-Esteem and Academic Self-Efficacy of Children With Visual Impairment

2019 ◽  
Vol 11 (8) ◽  
pp. 29
Author(s):  
Liziana N. Onuigbo ◽  
Joy I. Anyanwu ◽  
Ebere D. Adimora ◽  
Immaculata N. Akaneme ◽  
Theresa O. Oforka ◽  
...  
Keyword(s):  
Public Schools ◽  
Visual Impairment ◽  
Self Efficacy ◽  
Emotional Regulation ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Self Esteem ◽  
Educational Background ◽  
Predictive Capacity ◽  
Academic Self Efficacy

BACKGROUND/OBJECTIVE: Research on the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment is limited. The present study investigated the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment in South-east Nigeria. METHOD: A predictive correlational research design was adopted for the study. The participants were 186 students with visual impairment in public schools in the study area. The data was obtained using the Emotional Regulation Questionnaire (ERQ), Rosenberg Self-Esteem Scale (RSES), and Academic Self-Efficacy Scale (ASES). We applied multiple stepwise linear regression analysis for data analysis. RESULTS: Results show that ERQ reappraisal and ERQ suppression are independent predictors of RSES. The ESRQ combined scores significantly predicted RSES. The standardized coefficient for the predictive capacity of the ERQ on RSES was -.464 (p=.000). The ERQ total score in collaboration with gender also predicted RSES. The ERQ reappraisal alone was a significant predictor of ASES, but ERQ suppression alone was not. The ERQ combined score did not significantly predict ASES. The standardized coefficient for the predictive capacity of the ERQ total score on ASES was -.108 (p=.164). The ERQ total score together with age significantly predicted ASES. But ERQ total score with parent’s educational background did not significantly predict ASES. CONCLUSION: Emotional self-regulation reappraisal and Emotional Self-regulation suppression as independent predictors consequently interact to lower the self-esteem and self-efficacy of children with visual impairment. It is pertinent to focus on and teach emotional self-regulation of students with visual impairment so as to boost their self-esteem and academic self-efficacy. This will help to reduce low self-esteem among the students with visual impairment and will also help to eliminate the negative emotional thoughts concomitant with disability.

scholarly journals Mediating Effect of It Tools Usage on the Relationship Between Academic Self-efficacy, Learning Attitude and Academic Performance

2020 ◽  
Vol 3 (3) ◽  
pp. 377-389
Author(s):  
Nargis Abbas ◽  
Uzma Ashiq ◽  
Ayesha Abbas
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Public Schools ◽  
Self Efficacy ◽  
Mediating Effect ◽  
Survey Method ◽  
Learning Attitude ◽  
It Usage ◽  
The Relationship ◽  
Academic Self Efficacy

Information technology has a powerful impact on our daily doings in all walks of life. Particularly in educational settings, the pyramid of learning attitude has been altered by the usage of technological tools in learning process and thus the performance of the students. However, comprehensive integration of information technology tools to enhance the learning is a deemed necessity of information age where adolescents are seemed as digital natives. Therefore, this study focused on measuring the mediating effect of information technology usage on the relationship of Academic efficacy &learning attitude and academic performance of the students in secondary schools. Multi stage sampling technique was used; 10% of secondary public schools were randomly selected from four randomly selected Tehsils of Sargodha as sample; at second stage, 20% of the 10th graders were selected from each school through stratified random sampling. Data was collected through questionnaire by using quantitative survey method. Path analysis was applied to study the mediating effect of IT usage on the relationship between academic self-efficacy and academic performance. Findings revealed that academic self-efficacy exert significant positive in direct effect on the academic performance mediated through IT usage. Similarly, academic attitude also found to have significant direct and indirect effect on the academic performance. Therefore, it is suggested that teachers should integrate the technology embedded activities in their teaching.

scholarly journals Determinants of smokeless tobacco use and prevalence among Sudanese adolescents

2021 ◽  
Vol 79 (1) ◽  
Author(s):  
Mohammed Othman ◽  
Nik Daliana Nik Farid ◽  
Nasrin Aghamohammadi ◽  
Mahmoud Danaee
Keyword(s):  
Public Schools ◽  
Smokeless Tobacco ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Prevention Programme ◽  
Second Hand Smoke ◽  
Global Youth Tobacco Survey ◽  
Cross Sectional ◽  
Public And Private ◽  
Private And Public

Abstract Background Smokeless tobacco is a part of social and cultural life in Sudan. The affordability and availability of this kind of tobacco make it a fundamental issue in adolescents. The aim of this study is to investigate the extent of the use of smokeless tobacco in adolescents and its determinants. Methods A school-based cross-sectional study was conducted in Khartoum state in Sudan. The study targeted male and female adolescents in secondary schools. A total of 3387 students from public and private schools participated in the study. Multistage random sampling was used to select the participants. The Arabic version questionnaire from the Global Youth Tobacco Survey (GYTS) was utilised to collect the data from the participants. Results Among the participants, 57.3% were females and 42.7% were males. Students from private and public schools were 48.4 and 51.6%, respectively. The overall prevalence of those who had ever used smokeless tobacco was 7.6%, in which the prevalence among male students was 11.0% while among females was 5.0%. The determinant factors were male gender (OR 1.53 CI 95% 1.03–2.28), family structure (OR 1.52 CI 95% 1.03–2.23), exposure to second-hand smoke at home (OR 1.60 CI 95% 1.11–2.31), friends smoking cigarettes (OR 1.78 CI 95% 1.22–2.60), lack of restriction of selling tobacco to minors (OR 1.73 CI 95% 1.25–2.39), promotion of smokeless tobacco (OR 2.12 CI 95% 1.20–3.72) and low self-efficacy (OR 7.47 CI 95% 4.45–12.52). Conclusion A comprehensive prevention programme that enforces the prohibition of the promotion of smokeless tobacco and the selling of smokeless tobacco to minors is crucial. Moreover, the prevention programme should enhance adolescents’ self-efficacy.

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