Abstract
This study compared the self-efficacy, test anxiety and competitiveness in top private1 and public2 high schools students by using Ex Post FactoResearch. The sample population consisted of 338 second grade math and physics high school students (172 males and 166 females) in Tehran, who were selected through Multi-stage cluster sampling.To measure the self-efficacy, it was used, Self-efficacy questionnaire for children (Muris, 2001), to measurethe test anxiety, it was used, Test anxiety inventory (Tai, 1992) and to measure the competitiveness it was used, Winning, mastery and performance questionnaire (Franken, 1994).The results showed that general self-efficacy, test anxiety and competitiveness were higher in TPS students (emotional and academic self-efficacy were higher and there was no significant difference for social self-efficacy). Compare to boys and girls, in terms of competitiveness and self-efficacy; boys earn higher scores and in test anxiety girls had higher grades (in terms of academic and social self-efficacy, there were no significant differences between them but in emotional self-efficacy boys were at a higher level). It can be said that: both strategies and management practices were efficient in self-efficacy, test anxiety and competitiveness of students and also the students are attracted to these schools that have these features more. DOI: 10.5901/mjss.2014.v5n23p2749
Highlights
In today's world everybody faces stress in everyday life and no one can escape from pressures of competition with others in sport, education, professional fields and other contexts,inevitably, he tries to meet the demands and requirements of modern life
The self-efficacy and competitiveness of male students are higher than female students, but the test anxiety level in female students is higher than male students. consider the dimensions of self- efficacy in Table 4 according to gender: Table 4
This study isaligned with the researches performed by Karadamas & Azizi, 2004; Schwarzer & Fuchs,1995; Kim, 2003 and Abedini, 2010, which reflect the relationship between self-efficacy and academic achievements.AlsoPope, 1989; Stajkovic&Luthans, 1998 confirmed the relationship between self-efficacy and high school grades.Malpassetal (1999) have shown that emotional self-efficacy strongly affects the intensity of concern and concerns affect the academicachievements of students
Summary
In today's world everybody faces stress in everyday life and no one can escape from pressures of competition with others in sport, education, professional fields and other contexts,inevitably, he tries to meet the demands and requirements of modern life. In some cases the inner motives and desiresbrought him to competition. In such an environment, the goal of the students is to show their superior capability. According to Bandura (1997) self-efficacy is defined as: perceptions of students from the ability to successfully resolve the issue, learning the activities or perform them on a desire level. Studies have shown that mental health and human well-being requires an optimistic sense of self-efficacy (Maciejewski et al.,2000). A strong sense of efficacy leads to a high level of motivation, academic achievements and interests growth in educational issues (Pajares&Schunk, 2001). Ashby & Kathryn (2007) reported that high efficacy in talented students is related to a number of behaviors such as; enhancement of social harmony, A strong sense of efficacy leads to a high level of motivation, academic achievements and interests growth in educational issues (Pajares&Schunk, 2001). Ashby & Kathryn (2007) reported that high efficacy in talented students is related to a number of behaviors such as; enhancement of social harmony,
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