Abstract
The purpose of the study was to find out if religious value orientation has any influence on self- efficacy with regards to social self efficacy, academic self efficacy, language self efficacy and moral self efficacy. Ex -post facto design was adopted for the study. The sample consisted of 1,543 students randomly selected from 47 public schools in Cross River State. A self designed questionnaire titled Religious Value Orientation and Self-Efficacy Questionnaire (RVOASEQ) was used to collect data for the study. The face validity of the instrument was determined by four research experts in Educational Psychology and measurement and evaluation, while the reliability of the instrument was determined using Cronbach Alpha reliability method. The data collected from 1,529 subjects were analysed using One Way Analysis of Variance statistical tool, tested at . 05 level of significance. The result of the analyses revealed that religious value orientation significantly influence all the dimensions of students’ self-efficacy except social self-efficacy. Based on the findings of this study, it was recommended that teachers should encourage students to belong to social groups in school, to enable them develop skills that will help them build their social competence and also engage students in religious discussions and activities that will help them build up a positive religious standing that will guide their activities.
Highlights
Self-efficacy is defined as peoples’ beliefs about their capabilities to produce designated levels of performance that exert influence over events that affect their lives (Pajares, 2002)
The researchers have discovered from personal observation and interaction with students that most students find it difficult to recover their sense of efficacy after failing, they avoid difficult assignments which they see as personal threats, they are poorly committed to set gaols, they dwell on their personal shortcomings, and give up when faced with difficult assignments which makes them prone to stress and depression
For language self-efficacy, the results show that the subjects who had low level of religious value orientation had a significant lower mean in language self-efficacy when compared with those who had moderate level of religious value orientation (MD=-1.17; p
Summary
Self-efficacy is defined as peoples’ beliefs about their capabilities to produce designated levels of performance that exert influence over events that affect their lives (Pajares, 2002). The researchers have discovered from personal observation and interaction with students that most students find it difficult to recover their sense of efficacy after failing, they avoid difficult assignments which they see as personal threats, they are poorly committed to set gaols, they dwell on their personal shortcomings, and give up when faced with difficult assignments which makes them prone to stress and depression. This trend got the researchers worried that despite all that parents, teachers, school administrators and the government have put in
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