Self-efficacy, academic performance and school transition among orphaned adolescents in southern Uganda

Abstract

IntroductionSelf-efficacy is critical to adolescents’ development. This study examined the relationship between self-efficacy, academic performance and transition to post primary education among orphaned adolescents in southern Uganda. MethodsLongitudinal data from a cluster randomized clinical trial for orphaned adolescents was analyzed. Adolescents (N = 1410) between 10 and 16 years at study initiation, in their last three years of primary schooling were eligible to participate in the study. Data collected at baseline, 12, 24, 36 and 48-months follow-up were analyzed. Ordinary least square and logistic regression analyses were conducted to assess the relationship between adolescents’ self-efficacy, academic performance –as measured by Primary Leaving Examinations (PLE) scores, and transition to post primary education. ResultsResults indicate that adolescents’ self-efficacy was associated with better PLE grades (lower scores indicate better performance [b = -0.05, 95 % CI = -0.09, −0.01, p≤0.01]) and a higher likelihood of transition to post primary education (OR = 1.02, 95 % CI = -0.09, 1.00, 1.03, p≤0.01). ConclusionFindings point to the importance of integrating components focused on promoting self-efficacy among adolescents –especially those made vulnerable by poverty and HIV/AIDS in low resource settings.