Abstract
This paper compared the self-efficacy and self-regulation of students with school refusal behaviour (SRB) and students without SRB (NSRB), and also the relationships of these variables with academic performance among girl high-school students. Using a random stratified sampling technique, 60 girl students who had SRB and 60 of students with NSRB were selected from 8 high schools. The general self-efficacy scale (GSES; Schwarzer and Jerusalem, 1995), the Kearney, Cook, and Chapman, 2007’s School Refusal Criterions; Self-Regulation Inventory (Kanlapan and Velasco, 2009), and the student's current academic performance scores as a measure of academic performance were used for collecting data. Independent t-test showed that there are significant differences between self-efficacy, self-regulation and academic performance among two groups (p=%5). Furthermore, results showed that self-efficacy and self-regulation have simple and multiple significant correlations with academic performance in two groups (p<%5).
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Psychology and Psychiatry
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
