Showing 11 results for Academic Self-Efficacy
Lida Esmaeili, Dr. Nadereh Sohrabi, Dr. Amir Houshang Mehryar, Dr. Mohammad Khayyer,
Volume 1, Issue 3 (9-2019)
Abstract
The purpose of this study was to explain the causal model between motivational beliefs and self-efficacy with the mediating role of academic hope in high school students. The research method was descriptive and correlational. The sample size was 558 (248 girls and 310 boys) from high school students (tenth, eleventh and twelfth grade) in Shiraz, Iran in 1997-98. They were selected through multistage cluster sampling method. The tools used in this research included Pintrich and De Groot self-regulation learning strategies scale; Sohrabi and Samani academic hope scale and Gink and Morgan student self-efficacy scale. LISREL software was used for statistical calculations. Path analysis was used for data analysis that showed the academic hope plays a significant mediating role in the relationship between motivational beliefs and academic self-efficacy. Also, results indicated the proposed model has the good fitting indices. Generally the results revealed the role of motivational variables in self-efficacy.
Ehsan Daliri, Dr. Zahra Zeinaddiny Meymand, Dr. Amanalah Soltani, Dr. Najme Hajipour Abaei,
Volume 3, Issue 3 (9-2021)
Abstract
The aim of this study was to examine the model of academic self-efficacy based on the teacher-student relationship in high school students. The research method was mixed method (qualitative and quantitative). The statistical population of the study in the qualitative section was the university professors, school principals and education experts. The statistical population in the quantitative section was the male high school students in Hormozgan province. In the qualitative section, 100 people were selected using non-random sampling method and in the quantitative section, 384 students were selected via cluster sampling. The research instruments were the Morgan-Jenks (1999) self-efficacy questionnaire and the teacher-student relationship questionnaire developed in qualitative and quantitative phases of research. The results of qualitative and quantitative study indicated that the components of emotional ability, perceived freedom in the classroom, perceived support, communication skills, class management ability, teacher personality and class motivation were the components of the teacher-student relationship questionnaire. The results of the model study also indicated that the teacher-student relationship was a significant predictor of students' academic self-efficacy.
Elnaz Mazaheri Foroushani, Fariba Zolfaghari, Ramin Mehrpooya, Fatemeh Hajizadeh, Fatemeh Derahaki,
Volume 4, Issue 1 (3-2022)
Abstract
The aim of this study was to investigate the effect of Individual Education Intervention (IEI) on academic attitudes and academic self-efficacy in sixth grade elementary school students in Bushehr, Iran. The research method was quasi-experimental. The statistical population of the present study was 671 sixth grade students in Bushehr in 2022. The research sample was 30 people who were selected by accessible sampling and were randomly assigned to experimental and control groups. After performing the pre-test, the experimental group was exposed to IEI for 5 sessions (one session per week). The control group did not receive any special training during this period. Morgan and Jinks (1999) academic self-efficacy scale and Akbari (2004) academic attitude questionnaire were used to collect data. The research hypotheses were analyzed using the analysis of covariance. Results indicated that IEI improved academic attitude, academic self-efficacy and its components (talent, context and effort) in the experimental group compared to the control group. In general, the research findings support the effectiveness of Individual Education Intervention on students' motivational outcomes.
Nasim Mehrabian, Dr. Hadi Salehi, Dr. Omid Tabatabaei, Dr. Hossein Vahid-Dastjerdi,
Volume 4, Issue 2 (5-2022)
Abstract
Teachers’ resilience is their perception that they are able to adapt to the difficult teaching situations, deal with obstacles, and maintain their dedication to the profession. It has been conceived as one of the most important predictors of practice teaching in ELT research, which can be influenced by various factors. This study aimed, firstly, to examine the relationship between EFL teachers’ resilience and their academic self-efficacy, problem solving skills, and metacognitive skills, and secondly, to explore the prediction of EFL teachers’ resilience by these three variables. The study was conducted on a sample of 100 EFL teachers (50 males and 50 females) teaching English at three private language institutes of Tehran, Iran. The whole population of the study included 140 among which 100 were selected through Krejcie and Morgan's (1970) values and by convenience sampling. Four questionnaires namely “Resilience Scale (RS)”, “Academic Self-Efficacy Scale (ASES)”, “Problem Solving Skills Scale (PSSS)”, and “Metacognitive Skills Scale (MSS)”, were administered to EFL teachers simultaneously. The data collected were analyzed through Pearson product-moment correlation, regression, and one-way analysis of covariance (one-way ANCOVA). The results showed a positive and strong significant relationship between male and female EFL teachers’ resilience and their problem solving skills [r = .94; p = .00] and metacognitive skills [r = .93; p = .00], as well as a positive and slight significant correlation between EFL teachers’ resilience and their academic self-efficacy [r = .29; p = .00]. However, no significant difference was found between male and female EFL teachers’ resilience affected by academic self-efficacy, problem solving skills, and metacognitive skills. Consequently, all the three variables of the study could significantly predict EFL teachers’ resilience [F (3.96) = 569.49; p = .00]. The findings imply that EFL teachers’ resilience should be further researched in an EFL context, particularly through experimental studies in which the development of resilience can be investigated by an intervention that can be a teacher education program.
Hamideh Abaszadeh, Dr. Malahat Amani, Dr. Taybe Rahimi,
Volume 4, Issue 2 (5-2022)
Abstract
The present study investigates the relationship between parents’ educational expectations and academic self-efficacy mediated by task value, achievement goals, and parental involvement in education in first-grade high school students in Farooj city, Iran. To this end, a correlational design was used. The study’s statistical population included all first-grade high school students in 2021 of Farooj city (N = 2278). In this study, 329 people (165 girls and 164 boys) were selected using the cluster random sampling method as the research sample. The participants completed the Academic Self-Efficacy Scale by Morgan and Jinks (1999), Achievement Goal Questionnaire (AGQ) by Elliot and McGregor (2001), Task Value Subscale by Pintrich et al. (1991), Scale of Educational Aspirations and Expectations for Adolescents (SEAEA) by Jacob’s (2010), and Family Involvement Scale by Manz et al. (2004). Data analysis was performed using structural equation modeling (SEM). Results indicated that the educational expectations did not have a direct effect on academic self-efficacy; however, they had a significant indirect effect on academic self-efficacy through homework value (p < .05) and through parental involvement in educational activities (p <.05). Furthermore, results showed that parents’ educational expectations did not significantly affect academic self-efficacy through the achievement goals. In general, parents’ expectations shape learners’ beliefs about the importance of the lessons and the degree of involvement and participation in academic activities. Also, these beliefs affect students’ academic self-efficacy.
Saeed Rostami, Asma Kashani, Zohreh Qaedipour, Farkhondeh Asefi, Farideh Sadeghzadeh,
Volume 4, Issue 3 (9-2022)
Abstract
The current study aimed to examine the effectiveness of brainstorming instruction on academic self-efficacy and social competency of female sixth grade elementary school students in social studies. The method of the present study was quasi-experimental with pre-test and post-test design with control group and the statistical population included 643 female sixth grade elementary school students of Genaveh city, Iran in 2022. Particpants were 30 people who selected by accessible sampling method and assigned to experimental and control groups. We used the Morgan-Jinks Student Efficacy Scale and the Felner etal. (1990) social competency scale for colleting data. The exprimental group received brainstorming instruction based on Karami et al. (2014) brainstorming protocol. The results indicated that the brainstorming instruction improved the academic self-efficacy and each of its components, namely the talent, texture and effort of female students in the experimental group compared to the control group. Furthermore, the intervention enhanced social competency of female students in the experimental group as well. Overall, the insights gained from this study can be used to guide teachers to identify the most effective brainstorming strategies within an academic setting.
Zahra Sahraeean, Dr. Seyed Abdolhadi Samavi,
Volume 4, Issue 3 (9-2022)
Abstract
The effect of family background on children's behaviors and emotions has been confirmed in various studies. One of the negative experiences affecting the development of adolescents is divorce of parents. The current study aimed to compare academic resilience, academic self-efficacy and social skills in students with divorced and normal parents in Bandar Lengeh city (Iran). Participants were 108 students (62 students with normal parents and 46 students with divorced parents) who selected by purposive sampling method. Academic Resilience Questionnaire (Samuels, 2004), College Academic Self-Efficacy Scale (Owen & Froman, 1988) and Teenage inventory of social skills (Inderbitzen & Foster) were used for collecting data. The data was analyzed using the multivariate analysis of variance test (MANOVA). The results indicated there is a significant difference between students with divorced and normal parents in resilience (P<0.05), self-efficacy (P<0.05) and social skills (P<0.05). According the results, students with normal parents had higher scores in the dependent variables. The findings have beneficial implications for psychologists and counselors active in the field of child and adolescent counseling, especially in divorced families.
Dr. Mohammadreza Keramati, Mrs Fatemeh Hamidnia, Dr. Rahmatollah Allahyari,
Volume 4, Issue 4 (11-2022)
Abstract
This study main aimed to compare the effect of classroom leadership based on the cooperative approach and the traditional teaching method on the social skills and academic self-efficacy in fifth grade students of Ahvaz (Iran). The study design was a semi-experimental pre-test-post-test with a control group. Participants were 30 fifth grade students who were selected using the accessible sampling method and were randomly assigned to cooperative and traditional teaching groups (15 students in each group). Gresham and Elliott (1990) social skills questionnaire and Jinks and Morgan (1999) self-efficacy questionnaire were used to collect data. Cooperative learning method was designed based on the Ellis and Wallen (2007) approach and implemented in the cooperative teaching group. In the second group, the traditional method was performed in the usual way of classroom. Covariance analysis was used in SPSS-23 software to analyze the data. The results indicated that there was a significant difference between the classroom leadership based on the cooperative group and the traditional teaching group in the effectiveness of social skills and its dimensions in students (0.05 >P). Also, according to the findings, there was a significant difference between the two groups in academic self-efficacy and its dimensions (P<0.05). Based on the findings, it can be concluded that classroom leadership based on a cooperative approach compared to traditional method can lead to the more improvement of students' social skills and academic self-efficacy.
Mr Mehrdad Salimi, Dr Houshang Jadidi, Dr. Zekrollah Morovati, Dr. Ali Taghvaei,
Volume 5, Issue 1 (1-2023)
Abstract
The present study examines the structural relationship of school well-being based on emotional regulation, test anxiety, and academic self-efficacy, considering students’ academic emotions as a mediating variable. The study was conducted as a descriptive-analytical work with a correlative nature. The sample group consisted of 384 male 9th-grade students in Islam Abad Gharb (Kermanshah Province, Iran). The participants were selected through multiple cluster sampling. The required data were gathered using the following five questionnaires: Emotion Regulation Questionnaire (Gross and John, 2003), Test Examination Questionnaire (Friedman, Bendas-Jacob’s, 1997), Academic Self-Efficacy Questionnaire (Jinks & Morgan, 1999), Academic Emotions Questionnaire (Pekran, 2006), and School Well-Being Questionnaire (Konu et al., 2002). The collected data were analyzed using structural equation modeling (SEM). Overall, the results indicated that emotion regulation (r = 0.40), test anxiety (r = -0.36), and academic self-efficacy (r = 0.31) had a significant and direct effect on school well-being. In addition, the mediating role of academic emotions in the relationship of school well-being with emotional regulation, test anxiety, and academic self-efficacy was confirmed (P < 0.05). As can be inferred from these data, teachers, school principals, and educational officials can prepare the grounds for enhancing emotional regulation, academic self-efficacy, and test anxiety reduction. As a result, these factors can improve the students’ well-being.
Mehdi Farazja, Eshrat Nargesi, Mitra Razavi Klishadi, Effat Bahrani,
Volume 6, Issue 1 (3-2024)
Abstract
Objective: he objective of this study was to investigate the impact of the Bybee five-step model (5E) teaching method on the academic engagement and academic self-efficacy of 6th grade students in experimental sciences in Bushehr.
Methods: The research design employed was quasi-experimental, using a pre-test and post-test design with a control group. The statistical population consisted of 671 sixth grade students in Bushehr city during the academic year of 2022. The sample size of the study consisted of 30 individuals who were selected using the accessible sampling method and were divided into two groups: experimental and control. The research instruments used were Rio's (2013) academic engagement questionnaires and Jing and Morgan's (1999) academic self-efficacy questionnaires.
Results: The findings of the study revealed that the implementation of Bybee's five-step model (5E) training enhanced each component of academic engagement, namely behavioral engagement, agent engagement, cognitive engagement, and emotional engagement, in the experimental group compared to the control group. Furthermore, the teaching method based on the five-step Bybee model (5E) improved each component of academic self-efficacy, including aptitude, context, and effort, in the experimental group compared to the control group.
Conclusions: In conclusion, this research highlights the significance of incorporating innovative educational methods that encourage critical thinking, foster effective learning, and cultivate lifelong learners among students
Seyyedeh Zahra Mousavi, Dr. Soltanali Kazemi, Dr. Mohammad Khayyer, Dr. Hosein Bagholi,
Volume 7, Issue 1 (3-2025)
Abstract
Objective: The objective of this investigation was to evaluate the comparative efficacy of assertiveness training and self-regulation intervention on the academic self-efficacy of female high school students situated in Kouhchenar (Iran).
Methods: The methodological approach employed was quasi-experimental, characterized by a pre-test, post-test, and follow-up test design, inclusive of a control group. The participant cohort for the study comprised 90 female volunteer students drawn from three classes within the first level secondary school in 2021. Participants were randomly assigned to self-regulatory, assertiveness, and control groups. Students in experimental groups were subjected to training sessions pertinent to their respective group designations for a total of 8 sessions, while the control group adhered to their standard class curricula. For the assessment at pre-test, post-test, and follow-up test (administered one month later), the Self-Efficacy Scale (Midgley et al., 1998) was utilized. The data were scrutinized utilizing repeated measures analysis (α = 0.05).
Results: According to results, no statistically significant discrepancy was observed in the mean self-efficacy scores during the pre-test between the experimental and control groups; however, the post-test and follow-up test results indicated a significant difference (p < 0.05) in favor of the experimental groups compared to the control group. Furthermore, a comparative analysis revealed that the effectiveness of self-regulatory training surpassed that of assertiveness training regarding academic self-efficacy, with a pronounced difference (p < 0.001).
Conclusions: In light of the findings, it can be concluded that both assertiveness and self-regulation training yield a beneficial impact on students' self-efficacy.
