The Relationship of Academic Self-Efficacy and Self-Regulation with Academic Performance Among the High School Students With School Refusal Behavior and Normal Students

Abstract

This study investigated the relationship of academic self-efficacy and self-regulation with academic performance among the girl high school students with school refusal behavior and normal students. The sample of the study consists of 120 students (60 students with school refusal behavior and 60 normal students) which were selected by using a simple random sampling technique from 270 students who had been responded to the school refusal behavior scale (Kearney, 2002). The data were collected with academic selfefficacy scale (Morgan & Jinks, 1999); self-regulation scale (Schwarzer, Diehl, & Schmitz, 1999) and also the mean scores of the students in an academic term. The data was analyzed by Pearson‘s moment coefficient of correlation, the Fisher-Z test, and multiple regressions. Findings showed that: 1) the relationship between academic selfefficacy and academic performance in two groups was positive and significant; 2), the relationship between self-regulation and academic performance in two groups was positive and significant; 3) the Fisher-Z test showed no significant difference between two groups regarding to the relationships of the variables to academic performance, 4) the multiple correlation coefficient of predictor variables with academic performance was significant; 5) self-regulation was found as a good predictor of academic performance in two groups.