scholarly journals Hubungan Self Efficacy Akademik dengan Prokrastinasi Akademik pada Mahasiswa yang Sedang Menyelesaikan Skripsi

2016 ◽  
Vol 3 (2) ◽  
pp. 191-200
Author(s):  
Annisa Rosni Zusya ◽  
Sari Zakiah Akmal
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Quantitative Methods ◽  
Academic Procrastination ◽  
The Right ◽  
The Relationship ◽  
Academic Self Efficacy

Having graduated not at the right time is a common phenomena among college students and  procrastinantion which is delaying the final assignment become the reason. One of factors that affect  procrastination is self-efficacy. Self-efficacy that is predicting academic achievement is academic self-efficacy. This research uses quantitative methods to examine the relationship between academic self-efficacy and academic procrastination among 210 students who are completing the last assignment. Instrument used are academic procrastination scale and academic self-efficacy scale. Result shows that there is no significant correlation between academic self-efficacy and academic procrastination among students who were completing the last assignment (r = -0.059, p = 0.398). Besides, academic procrastination had significant differences by age, gender, year of admission, residence, and activities. In the same time, the academic self-efficacy had differences by age, year in, obstacles and activities. 

scholarly journals The Relationship Between Self-Esteem, Self-Efficacy, Family and Life Satisfaction, Loneliness and Academic Achievement During Adolescence / Odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije

2021 ◽  
Vol 23 ◽  
Author(s):  
Ina Reić Ercegovac ◽  
Toni Maglica ◽  
Maja Ljubetić
Keyword(s):  
Academic Achievement ◽  
Life Satisfaction ◽  
Self Efficacy ◽  
Short Form ◽  
Well Being ◽  
Self Esteem ◽  
Efficacy Beliefs ◽  
Female Adolescents ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to explore the relationship between self-esteem, self-efficacy, family and life satisfaction, loneliness and academic achievement during adolescence. A total of 180 male and 301 female adolescents aged 10 to 17 (M=12.45 years, SD=2.66), from two primary and two secondary schools from the city of Split, participated in the study. To achieve the research goal, we administered the general data questionnaire, Self-Efficacy Questionnaire for Children and Adolescents (Vulić Prtorić Sorić, 2006), Family Satisfaction Scale (Vulić Prtorić, 2004), the short-form UCLA Loneliness Scale (Russell, 1996), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The results indicated that female adolescents performed better in Croatian than male adolescents, who in turn assessed themselves as being more emotionally efficient than female adolescents. Regarding age, preadolescents were more satisfied, performed better academically, and exhibited higher levels of academic self-efficacy and self-esteem than older adolescents. The results of the regression analysis showed that higher academic self-efficacy and lower emotional self-efficacy were the strongest predictors of academic achievement. Research findings suggest that higher self-esteem and self-efficacy beliefs in all domains could have a protective role in well-being of adolescents and, finally, they point to the importance of developing high self-efficacy beliefs, especially academic ones, for academic achievement.Key words: academic achievement; adolescence; self-concept; satisfaction, loneliness---Ovim istraživanjem nastojalo se ispitati odnos između samopoštovanja, samoučinkovitosti, zadovoljstva s obitelji i životom, usamljenosti i akademskoga postignuća tijekom adolescencije. U istraživanju je sudjelovalo ukupno 180 adolescenata i 301 adolescentica u dobi od 10 do 17 godina (M = 12,45 godina, SD = 2,66), iz dvije osnovne i dvije srednje škole iz Splita. Kako bismo ostvarili cilj istraživanja, koristili smo sljedeće instrumente: Upitnik općih podataka, Upitnik samoučinkovitosti djece i adolescenata (Vulić Prtorić i Sorić, 2006), Skalu obiteljskoga zadovoljstva (Vulić Prtorić, 2004), kratki oblik Skale usamljenosti Sveučilišta u Kaliforniji (UCLA) (Russell, 1996) i Opću skalu samopoštovanja (Rosenberg, 1965). Rezultati pokazuju da su adolescentice bolje u Hrvatskom jeziku od adolescenata, koji su procijenili da su emocionalno učinkovitiji od ženskih adolescenata. S obzirom na dob, predadolescenti bili su zadovoljniji, imali bolju akademsku izvedbu i pokazivali više razine akademske samoučinkovitosti nego stariji adolescenti. Rezultati regresijske analize naglasili su višu akademsku samoučinkovitost i nižu emocionalnu samoučinkovitost kao najsnažnije prediktore akademskoga postignuća. Rezultati istraživanja pokazuju da više samopoštovanje i viša uvjerenja u samoučinkovitost u svim domenama mogu očuvati dobrobit adolescenata. Osim toga, rezultati ukazuju na važnost razvijanja snažnih uvjerenja u samoučinkovitost, posebno akademsku, za akademsko postignuće.Ključne riječi: adolescencija; akademsko postignuće; samopoimanje; usamljenost; zadovoljstvo

scholarly journals College Students’ Academic Achievement: Exploring the Role of Hope and Academic Self-Efficacy

2021 ◽  
Vol 8 (1) ◽  
pp. 4-23
Author(s):  
Esther C. Penzar ◽  
Munyi Shea ◽  
Cher N. Edwards
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Self Efficacy ◽  
Specific Domain ◽  
College Going ◽  
Significant Difference ◽  
First Generation College ◽  
Trait Hope ◽  
And Gender ◽  
Academic Self Efficacy

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.

scholarly journals “Want to Learn” and “Can Learn”: Influence of Academic Passion on College Students' Academic Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Hui Zhao ◽  
Xiaoxian Liu ◽  
Chunhui Qi
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Henan Province ◽  
Mediating Effect ◽  
Developmental Feedback ◽  
The Relationship ◽  
Academic Self Efficacy ◽  
Positive Effect

Although research exists on the relationship between passion and engagement among employees, the mechanisms of academic passion on academic engagement among students needs to be elucidated. Guided by the broaden-and-build and situated cognition theories, we explored the positive effect of academic passion on academic engagement, the mediating effect of academic self-efficacy, and the role of teacher developmental feedback as a moderator in the relationship between academic passion and academic engagement. Based on a sample of 1,029 college students from universities in the Henan Province of China, the results showed that academic passion was positively related to academic engagement, academic self-efficacy partially mediated the relationship between academic passion and academic engagement, and teacher developmental feedback effectively moderated the relationship between academic passion and academic engagement. These findings explained the mechanism underlying the relationship between academic passion and academic engagement. Moreover, the findings highlighted important factors that promote college students' academic engagement.

scholarly journals Hubungan Regulasi Diri dalam Belajar dan Efikasi Diri dengan Prokrastinasi Akademik Mahasiswa

2018 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Indah Sari Liza Lubis
Keyword(s):  
Self Efficacy ◽  
Quantitative Methods ◽  
Negative Relationship ◽  
Sampling Technique ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Saturated Sample ◽  
Relationship Of ◽  
The Relationship

This study aims to determine: (1) the relationship between self regulated learning and student academic procrastination; (2) the relationship of self efficacy with student academic procrastination; (3) the relationship between self regulated learning and self efficacy with student academic procrastination. The hypothesis proposed is a negative relationship between self regulated learning and self efficacy with student academic procrastination, assuming the higher self regulated learning and self efficacy, the lower the student academic procrastination. Conversely, the lower the self regulated learning and self efficacy, the higher the student's academic procrastination. The number of samples is 61 people. The sampling technique uses saturated sample techniques. The data collection techniq uses questionnaire. The research method used is quantitative methods. The results of the study conclude that: (1) there is a negative relationship between self regulated learning and student academic procrastination; (2) there is a negative relationship between self efficacy and student academic procrastination; (3) there is a negative relationship between self regulated learning and self efficacy with student academic procrastination.

scholarly journals The Relationship between Academic Self-efficacy and Academic Achievement in Students of the Department of Special Education

2021 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Abdulnaser Fakhrou ◽  
Laith Hazem Habib
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Self Efficacy ◽  
Validity And Reliability ◽  
Sample Group ◽  
Positive Correlation ◽  
The Relationship ◽  
Academic Self Efficacy

This study aimed to identify the correlational relationship between academic self-efficacy and academic achievement. To this end, a questionnaire of self-efficacy was adopted, whose validity and reliability were high. Next, the sample group, which included 43 students of the Department of Special Education, was asked to respond to the questionnaire. Furthermore, there was a positive correlation between academic self-efficacy and academic achievement. Considering these results, several recommendations and suggestions have been presented.

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