Academic Self-efficacy Of Students Research Articles

Growth Mindset dan Efikasi Diri Akademik pada Mahasiswa

This research aims to determine the relationship between growth mindset and academic self-efficacy in students. The hypothesis in this research is that a positive relationship exists between growth mindset and academic self-efficacy in students. This research method uses quantitative research. The type of research used is descriptive. The primary data source used is students. The data collection technique uses a questionnaire with a Likert scale. The data analysis used a correlation between variables. The research results obtained a correlation coefficient (rxy) = 0.507 (p = 0.000), meaning a positive relationship exists between growth mindset and academic self-efficacy in students. The coefficient of determination (R2) is 0.257, which shows that work enthusiasm contributes to work discipline only 25.7%. At the same time, the rest is influenced by other factors not examined in this research.

METACOGNITIVE STRATEGIES AND ACHIEVEMENT EMOTIONS AS PREDICTORS OF STUDENTS’ ACADEMIC SELF EFFICACY IN LEARNING SCIENCE

The study examined the impact of metacognitive strategies and achievement emotions on students academic self-efficacy in learning science. It involved 344 respondents from three public secondary schools in the Division of Tagum City, selected through stratified random sampling. Data were collected using three questionnaires: the Motivated Strategies for Learning Questionnaire (MSLQ), Achievement Emotions Scale (AES), and Academic Self-Efficacy Scale (ASES). The results showed that metacognitive strategies were frequently observed, achievement emotions were somewhat manifested, and students academic self-efficacy in learning science was moderate. Moreover, the results indicate that both metacognitive strategies and achievement emotions significantly correlated with and predicted students academic self-efficacy in learning science. The study suggests that teachers should promote metacognitive strategies and foster positive achievement emotions to enhance students academic self-efficacy. KEYWORDS: science education, metacognitive strategies, achievement emotions, academic self-efficacy, descriptive and correlational design, regression analysis, Tagum City, Davao del Norte, Philippines

The Impact of Internationalization of Higher Education on Students Academic Self-efficacy

The article investigates how international development in higher education affects students academic self-efficacy and points out some problems existing in the earlier research, which can be manifested in the failure to combine the theory and practice of internationalization of higher education with students learning process. By investigating the conceptions of internationalizing higher education and academic self-efficacy, this paper logically introduces the academic meanings of the two. It clarifies the functions that both the internationalizing of higher education and academic self-efficacy can positively impact students learning. By combining the theoretical basis of achievement goal theory, this paper claims that the international development of higher education can promote students academic self-efficacy. This paper calls on universities and institutions to pay more attention to developing higher education internationally and integrate the theories with practical life to approach more international and diversified teaching methods to improve overall educational quality.

The Relationship Between Family and Primary School Students Academic Self-efficacy

During the initial stage of personality formation, primary school students are in a crucial period that needs to focus on mental health, and family is an essential factor affecting childrens academic self-efficacy in this period. This paper summarizes the following conclusions by summarizing the research in related fields in the past two decades:1.Increase the research on academic self-efficacy of primary school students, and set the main research object as the upper primary school group;2.Follow the trend of social development, pay attention to the exploration of husband-wife relationship and sibling relationship;3.Establish a more systematic theoretical framework. Therefore, the contribution of this paper is to summarize the current research status in this field, point out the current research deficiencies, and provide suggestions for future research goals and improving primary school students academic self-efficacy.

The Effect of Siblings on the Academic Self-efficacy and Self-educational Expectations of University Students

With the introduction of Chinas one-child policy in the 1970s, much research was done to study only children on their well-being, personality, and academic achievement. However, few studies have focused on how they differ from non-only children regarding academic self-efficacy and self-educational expectations and the results have not come to an agreement. Thus, this study targeted the undergraduates in mainland China and those who come from the mainland but studying in Hong Kong. An online questionnaire was published and a total of 140 valid responses were collected. MANOVAs and multiple linear regression models were established in order to investigate the effect of singleton status, birth order, and gender of siblings on university students academic self-efficacy and self-educational expectations. The results showed that the singleton status, birth order, and gender of siblings had no significant influence on both academic self-efficacy and self-educational expectations, and a significant interaction between birth order and gender of siblings on the score of academic self-efficacy. This study adds to the recent status of the academic self-efficacy and self-educational expectations among undergraduates studying in Mainland and Hong Kong, only children and non-only children. However, due to insufficient sample size, gender and current years of study of students were not included in the comparison, which needs to be further investigated.

Differences in Academic Self-Efficacy Levels in Terms of the Priority Choices of Graduate Profiles on College Students

Background: Students with good academic self-efficacy are reported to be able to handle academic stress and non-academic stress. To have academic self-efficacy needs to be supported by a clear higher education orientation. Furthermore, Universitas Diponegoro (UNDIP) has a graduate profile orientation called COMPLETE (Communicator, Professional, Leader, Thinker, Entrepreneur, Educator). Study aims: (1) to see differences in graduate profile choice priorities affect academic self-efficacy among UNDIP students and (2) explore other demographic factors that can affect academic self-efficacy. Method: This study uses a survey method with 2,889 first-year college students’ participants. The instrument used in this study was The Beliefs in Educational Success Test (BEST) and a priority survey that students wanted after graduate based on COMPLETE. Data analysis used in this study is the Independent Sample T-Test. Result: The results of this study found that students with a graduate profile orientation as a Leader (p = 0.000) had significantly higher academic self-efficacy compared to other graduate profile orientations. Furthermore, this study also found that gender (p= 0.019), differences in faculty clusters (p= 0.012), and scholarship ownership (p= 0.053) influenced academic self-efficacy in students. Conclusion: Differences in graduate profile orientation are proven to affect academic self-efficacy in students. These findings provide recommendations for campus policy holders, psychology practitioners, and further research to present appropriate programs and strategies in instilling graduate profile values in students.

Exploring the impact of augmented reality on student academic self-efficacy in higher education

This study develops and empirically tests a conceptual model comprising eight hypotheses that focus on the impact of Augmented Reality (AR) on student academic self-efficacy. A controlled experiment was conducted, followed by an online questionnaire with 65 students. Partial Least Square (PLS) Structural Equation Modelling (SEM) is used to assess and test the model. The results show that student cognitive strategies impact student perception and engagement with technology and learning tasks, with AR positively impacting student academic self-efficacy in higher education. Interestingly, neither the learning space nor the students' perception of task value was shown to impact their intention to use AR. Instead, it was the characteristics of the technology itself which encouraged adoption. The study's findings reinforce the need to (1) teach and facilitate effective cognitive strategies among third level students and (2) identify and overcome negative cognitive strategies that harm student self-efficacy and engagement.

Overview of Academic Self-Efficacy in Students Working at the Surabaya Pharmacy Academy

This study aims to determine the academic self-efficacy of pharmacy academy students. This research uses descriptive quantitative method. The sample used is the Surabaya Pharmacy Academy students who work with a total of 100 students. The sampling method used in this research is saturated sampling. The data collection method used a Likert scale, namely the academic self-efficacy scale. The results of data analysis from this study were in the moderate category of academic self-efficacy. The results of further research that the percentage of high academic self-efficacy aspects is the state aspect in completing the task.

THE EFFECT OF GRATITUDE TRAINING ON ACADEMIC SELF-EFFICACY IN STUDENTS

This study aims to find out and see empirically the effect of gratitude training on the academic self-efficacy of students, especially students of the Faculty of Psychology UIN Raden Fatah Palembang, as well as to find out the differences in academic self-efficacy of students of the Faculty of Islamic Psychology who received gratitude training and who did not get this. The research method in this study uses experiments, using randomization sampling techniques of subjects into experimental and control groups after pretesting. The subject of this study is a student of the Faculty of Psychology UIN Raden Fatah Palembang class of 2020. Design This research is a Randomized Pre-post Test Control Group design. The statistical analysis technique is an independent sample t-test hypothesis test. The results showed that the provision of positive thinking training influenced students' academic self-efficacy, this was based on an independent sample t-test which showed that between the experimental and control groups before the treatment showed no significant differences (p = 0.019 > 005 and the < ttabel value of 2.406, DF = 58.364). However, after being given treatment there was a significant difference where ttabel = 2.406 and p = 0.19 < 0.05. Thus, positive thinking can be one way to improve academic self-efficacy in students.

The effects of Latino Dance intervention on academic and general self-efficacy with left-behind children: An experimental study in China.

Although there is considerable research indicating that physical exercise and dance can strengthen children's self-efficacy, and children's self-efficacy can predict students' academic achievement at a wide range of academic levels. Few studies have been conducted using Latino Dance to improve self-efficacy in Left-Behind Children (LBC), especially the two aspects of student academic self-efficacy and general self-efficacy, while the mediator role of self-esteem between student academic self-efficacy and general self-efficacy has been less explored in previous research. This study proposed to examine Latino Dance interventions to improve general self-efficacy and students' academic self-efficacy among LBC students in rural areas to boost students' academic performance, and the research team hypothesised that general self-efficacy, students' academic self-efficacy and self-esteem would improve following the intervention and that outcomes will have a significant positive correlation as students' self-esteem can mediate both their academic self-efficacy and their general self-efficacy. Dates were collected from 305 LBCs children (160 boys and 145 girls) from 6 left-behind schools in Hunan province, China. Ralf Schwarzer's general self-efficacy scale, Morgan-Jinks Student academic Self-Efficacy Scale, and Rosenberg's self-esteem scale were administered to LBCs between September 2020 and January 2022. The results revealed that the Latino Dance intervention significantly increased the LBC student' academic self-efficacy and general self-efficacy, which also involved a positive effect on the three sub-dimensions (talent, context, and effort) of students' academic self-efficacy. Further, multiple linear regression analysis confirmed that self-esteem (positive esteem/self-deprecation) acted as a partial mediator between student academic self-efficacy and general self-efficacy; perceived self-esteem played a mediating role between them. This study filled a gap in the literature concerning the psychological reinforcement effect of Latino Dance on LBC groups and demonstrated that Latino Dance improved the student' academic self-efficacy and general self-efficacy among the LBCs. Our results suggest that Latino Dance can be beneficial for LBC in school by including Latino Dance in Physical Education or Art courses and improving students' self-esteem may lead to an increase in student academic self-efficacy as well as general self-efficacy, thereby improving and enhancing the learning of LBCs.

Academic self-efficacy of students from federal public universities in the interior of the states of Amazonas and Santa Catarina at the beginning of the COVID-19 pandemic

Academic self-efficacy of students from federal public universities in the interior of the states of Amazonas and Santa Catarina at the beginning of the COVID-19 pandemic

THE EFFECT OF POSITIVE THINKING TRAINING ON ACADEMIC SELF-EFFICACY STUDENTS OF PSYCHOLOGY UIN PALEMBANG

The methodology in this experimental study aims to examine the effect of positive thinking training to increase the level of academic self-efficacy in students. This research was conducted on 30 students of the Faculty of Psychology UIN Raden Fatah Palembang. In this study, the subjects were divided into two groups, namely the experimental group and the control group. The hypothesis proposed in this study is that there is a difference between the group that was given positive thinking training (experimental) and not given positive thinking training (control). This study uses a Randomized Pre-Post Test Control Group Design. Positive thinking training was conducted in two meetings. This data collection was carried out using the academic self-efficacy scale method which was made in the form of a questionnaire. Then for data analysis, using the technique of Kolmogorov Smirnov, and Shafiro Wilk using SPSS 22 Statistics for Windows. And test the hypothesis by using the Wilcoxon test on SPSS 22 Statistics for Windows. The results of the Wilcoxon hypothesis test showed that there was no significant difference between the experimental and control groups (p = 0.151 > 0.05 ). However, after being given treatment in the form of positive thinking training, there was a significant difference, namely being (p = 0.029 < 0.05 ). Thus, positive thinking can be one way to increase academic self-efficacy in students. Conclusion: There is an effect of positive thinking training on academic self-efficacy for students of the Islamic Psychology Faculty of UIN Raden Fatah Palembang.

Comparing the Academic Motivation among Ethnic Majority and Minority Malaysian Students and Its Relation to Academic Self-Efficacy

The interest of this study is driven by literature on ethnic minorities’ issues on the occurrence of lower academic performance that have been reported in various educational sectors. Past research have shown that academic motivation is a component that is positively related to academic self-efficacy. In Malaysia, ethnic disparity and polarization are becoming an emerging phenomenon among its students Therefore, this study wishes to begin an investigative step to conduct a comparison of academic motivation between the ethnic majority and minority students, and its relationship to academic self-efficacy. This primary aim of this research is to identify the level, differences and relationship between academic motivation and academic self-efficacy of students from ethnic majority and minority in Malaysia. This study was conducted at a local public university located in Selangor, Malaysia involving a total of 133 respondents from various faculties. A self-administered questionnaire via Google Form was used as a medium for data collection process. Academic motivation subscale was derived from Academic Motivation Scale (AMS-C 28) and Academic Self-Efficacy Scale (ASE) to measure the academic motivation (intrinsic and extrinsic) and academic self-efficacy respectively. Data was analyzed using both univariate and bivariate analysis. The result showed that both groups reported to have higher level of academic motivation, intrinsic motivation and moderate level of extrinsic level. There is no significant difference between academic motivation (intrinsic and extrinsic) and academic self- efficacy among the two ethnics. However, there is significant relationship between academic motivation and academic self-efficacy. The research concluded that the first objective and third objective was achieved but not the second objective on the differences due to limited sample. Therefore, future recommendation includes expanding the sample size to a more wider and inclusive population across higher education institutions in Malaysia.

Effectiveness of Group Counseling with Live Modeling Techniques to Improve Academic Self-Efficacy of Guidance and Counseling Students

This research was conducted based on field phenomena in the Guidance and Counseling Department, Universitas Negeri Gorontalo. It shows that there were still students who have low academic self-efficacy abilities. The purpose of this study was to determine the effectiveness of live modeling techniques through group counseling to improve student academic self-efficacy. This study also aims to improve the academic self-efficacy of guidance and counseling students as prospective teachers and counselors. The subjects of this study were seven students as members of group counseling. The results of the research from the pre-test and post-test results obtained that tcount is greater than 23,786 < ttable 1,894, which means Ha is accepted and Ho is rejected. Hence, it was concluded that the live modeling technique in group counseling was effective in increasing the academic self-efficacy of the Guidance and Counseling students

The impact of perceived teacher support on Chinese junior high school students' academic self-efficacy: The mediating roles of achievement goals and academic emotions.

Teacher support is an important external factor that influences students academic self-efficacy, however, the mechanisms of the two factors are not yet fully explored. The purpose of this study was to investigate whether achievement goals and academic emotions could play a chain mediating role between perceived teacher support and academic self-efficacy. The study sample was made up of 1,074 Chinese junior high school students, and three structural equation models were constructed using data collected from on questionnaires. The findings suggest that achievement goals and academic emotions can mediate the relationship between perceived teacher support and academic selfefficacy. Further analysis revealed that achievement goals and academic emotions may play a chain mediating role between perceived teacher support and academic selfefficacy. These findings provide reference points for further refinement of the mechanism of the role of perceived teacher support on academic self-efficacy. They also serve to remind the teacher on the front line to focus on how to provide adequate teacher support to students in the context of online education, especially with regard to students academic emotions.

The Influence of The Family Environment and Grit on Student's Academic Self-Efficacy

The Covid-19 pandemic has caused students to no longer be able to carry out face-to-face meetings as usual, this has hampered their personal and social development. This study will focus on seeing whether there is an influence between the family environment and grit on academic self-efficacy. Using simple random sampling technique, this study involved 106 7th and 8th grade students of SMPN Surabaya, Indonesia. The instruments used in this study were parenting style questionnaires, persistence questionnaires and academic self-efficacy questionnaires. The results showed that the F test was 12,361 and the significance was 0.000 > 0.05 indicating that there was a significant effect between family environment and grit on the academic self-efficacy of junior high school students. So that a good family environment in this case parenting will affect the child's self-efficacy, in this study authoritarian parenting is the parenting pattern that has the most positive influence on self-efficacy. Then to improve academic self-efficacy, parents and teachers must collaborate to create a family and school environment that supports children to develop well.

A Survey on Student’s Academic Self-Efficacy on International Program Bridging Course

Mastering English in academic context is prominent to prepare university students for global competition, and therefore awareness of academic self-efficacy towards language skills is needed to learn English correctly and effectively. This study aims to examine the academic self efficacy of students from International Program who took Bridging program Course. To collect the data, the researcher distributed a questionnaire by Djokic (2021) that was adapted from Owen and Froman’s (1988) College Academic Self Efficacy Scale (CASES). The data show that students from Bridging Program course have the highest efficacy when it comes to attending the lectures. However, they have the lowest efficacy on their note-taking skill and their ability to answer questions from the professors. The result implied that students were more confident in doing a routine activity as they are accustomed in it, and felt less confident when they have to respond to lecturers as it required their readiness to learn.

Presenting a Structural Model for Predicting Psychological Well-being based on Family Performance, Optimism and Resilience Mediated by Social Adequacy and Academic Self-efficacy in Students

Aim: The aim of this study was to present a structural model for predicting psychological well-being based on family performance, optimism and resilience mediated by social adequacy and academic self-efficacy in students. Methods: The method of this study was descriptive-correlation with structural equation model. From the students of Allameh Tabatabaei Campus in Urmia (women’s branch) and Shahid Rajaei Campus in Urmia (male’s branch) using convenient sampling method, 250 individuals were selected and psychological well-being questionnaires (Reef, 1989), McMaster family performance (Epstein et al., (1990), complemented optimism (life orientation) (Shearer and Carver, 1985), resilience (Connor and Davidson, 2003), social adequacy (Flanner, 1990), and academic self-efficacy (Patrick et al., 1997) were administered. Findings: The results showed that the structural model has an acceptable fit with the collected data. Resilience, optimism, social adequacy and academic self-efficacy were positively and significantly and family performance was negatively and significantly (p <0.01) predicting psychological well-being. Social adequacy and academic self-efficacy mediate positively and significantly (p <0.01) the relationship between resilience and optimism, and negatively and significantly (p <0.01) the relationship between family performance and psychological well-being. Conclusion: Based on the results, it can be said that the educational vitality of the educational program can be a good executive strategy to increase academic self-efficacy, psychological well-being, optimism, resilience and social adequacy of students.

The Effects of Academic Self-Efficacy on College Life Satisfaction of Taekwondo University Students in Untact COVID-19

This study was conducted to investigate the relationship between academic self-efficacy and college life satisfaction of University students in Taekwondo department in the era of untact COVID-19. For this purpose, 362 students in department of Taekwondo and As a result of analysis using SPSS ver .25.0, first. As a result of examining the difference in the academic self-efficacy of students in Taekwondo department, it was found that there was a significant difference only in preference for low task difficulty for both gender and grade level. Second, there was a significant difference only in overall college life and learning satisfaction. Third, it was found that self-regulation and confidence factors had a positive effect on college education and administrative service factors, and low task difficulty factors had a negative effect. On the overall college life satisfaction factors, only the low task difficulty factors had a negative effect It was found that only the self-regulation factor had a significant effect on learning satisfaction and school satisfaction.

An Investigation on the Academic Self-Efficacy of Students in Turkish Higher Education

Die akademische Selbstwirksamkeit ist einer der wichtigsten Faktoren, die die akademische Leistung von Studierenden in ihren Lernprozessen beeinflussen. Ziel dieser Studie ist es, die akademische Selbstwirksamkeit von Studierenden an Fakultäten, Hochschulen und Berufsfachhochschulen durch einen Vergleich nach Geschlecht, Klasse und Leistungsmerkmalen zu untersuchen. Die Studie wurde an 629 Studierenden der Universitäten Necmettin Erbakan und Kırklareli durchgeführt. Zur Erhebung der Forschungsdaten wurde eine Skala der akademischen Selbstwirksamkeit verwendet. Den Forschungsergebnissen zufolge unterscheidet sich die akademische Selbstwirksamkeit von Studierenden nach Hochschulart, Klassenstufe und schulischen Leistungsmerkmalen. Zudem wurden teilweise Unterschiede in der akademischen Selbstwirksamkeit männlicher und weiblicher Studierende beobachtet.