Self-efficacy and Academic Performance
CHAPTER 1
THE PROBLEM
Introduction
Self-efficacy is the level of confidence an individual has in his or her ability to achieve specific outcomes. It refers to the beliefs about one's capabilities to learn or perform behaviors at designated levels (Bandura, 1977, 1892, 1986, 1997). It is a student’s “I can” or “I can not” belief.
Numerous studies (Manstead & Van-Eekelen, 1998; Newby-Fraser & Schleubusch, 1998; Pajares, 1996; Sadri & Robertson, 1993; Stajkovic & Luthans, 1998; Vrugt, Langereis, & Hoogstraten, 1997; Wolters & Pintrich, 1998; Chowdhury & Shahabuddin, 2007; Hsieh, Sullivan, & Guerra, 2007) carried out in a variety of settings have widely reported that self-efficacy positively correlates with academic performance. In this study, the researchers will examine if the same conclusion will apply to the 3rd year Education students of Xavier University-Ateneo de Cagayan.
Self-efficacy is said to have a measure of control over individual's thoughts, feelings and actions. This means that the beliefs that individuals hold about their capabilities affect greatly how they will behave. Thus, many research show that self efficacy influences motivation, learning, and more importantly academic achievement (Pajares, 1996; Schunk, 1995).
Educators have long known that students’ beliefs about their academic capabilities play an essential role in their motivation to achieve. In the late 1970’s, a number of researchers began to assess self-beliefs in a more task-specific way, and one of the most important of these efforts focused on self-efficacy.
Self-efficacy beliefs have shown convergent validity in influencing such key indices of academic motivation as choice of activities, level of effort, persistence and emotional reactions. According to the study of John Motari Momanyi (2007), students with higher levels of self-efficacy obtained higher academic performance scores than their counterparts who had lower levels of self-efficacy.
THE PROBLEM
Introduction
Self-efficacy is the level of confidence an individual has in his or her ability to achieve specific outcomes. It refers to the beliefs about one's capabilities to learn or perform behaviors at designated levels (Bandura, 1977, 1892, 1986, 1997). It is a student’s “I can” or “I can not” belief.
Numerous studies (Manstead & Van-Eekelen, 1998; Newby-Fraser & Schleubusch, 1998; Pajares, 1996; Sadri & Robertson, 1993; Stajkovic & Luthans, 1998; Vrugt, Langereis, & Hoogstraten, 1997; Wolters & Pintrich, 1998; Chowdhury & Shahabuddin, 2007; Hsieh, Sullivan, & Guerra, 2007) carried out in a variety of settings have widely reported that self-efficacy positively correlates with academic performance. In this study, the researchers will examine if the same conclusion will apply to the 3rd year Education students of Xavier University-Ateneo de Cagayan.
Self-efficacy is said to have a measure of control over individual's thoughts, feelings and actions. This means that the beliefs that individuals hold about their capabilities affect greatly how they will behave. Thus, many research show that self efficacy influences motivation, learning, and more importantly academic achievement (Pajares, 1996; Schunk, 1995).
Educators have long known that students’ beliefs about their academic capabilities play an essential role in their motivation to achieve. In the late 1970’s, a number of researchers began to assess self-beliefs in a more task-specific way, and one of the most important of these efforts focused on self-efficacy.
Self-efficacy beliefs have shown convergent validity in influencing such key indices of academic motivation as choice of activities, level of effort, persistence and emotional reactions. According to the study of John Motari Momanyi (2007), students with higher levels of self-efficacy obtained higher academic performance scores than their counterparts who had lower levels of self-efficacy.