ERIC Number: ED521667
Record Type: Non-Journal
Publication Date: 2010
Pages: 131
Abstractor: As Provided
ISBN: ISBN-978-1-1241-6578-3
ISSN: N/A
EISSN: N/A
The Relationship between Self-Efficacy and Achievement in At-Risk High School Students
Gold, Jarrett Graham
ProQuest LLC, Ed.D. Dissertation, Walden University
The focus of this quantitative survey study was the examination of the relationship between self-efficacy and academic achievement in 164 at-risk high school students. The study used Bandura's self-efficacy as the theoretical framework. The research questions involved understanding the levels of self-efficacy in at-risk high school students and the relationship between self-efficacy and academic achievement for male and female at-risk high school students. The Multidimensional Scale of Perceived Self-Efficacy was used to measure nine areas of self-efficacy: enlisting social resources, academic achievement, self-regulated learning, leisure-time skill and extracurricular activities, self-regulatory efficacy to resist peer pressure, meet others' expectations, social self-efficacy, self-assertive efficacy, and enlisting parental and community support. The dependent variable, academic achievement, was measured by students' GPA. Pearson correlations were used to test for relationships between GPA and self-efficacy. The relationships between GPA and self-efficacy scores were statistically significant for the following five subscales: social self efficacy, resisting peer pressure, self-assertiveness, academic achievement, and meeting expectations of others. Higher self-efficacy scores were associated with higher GPA for female students only. In general, self-efficacy scores were lowest for enlisting parental or community support, self-regulated learning, and leisure time skills and extracurricular activities. No relationship was found between GPA and self-efficacy for enlisting social resources, leisure-time skills, and extracurricular activities, or enlisting parental and community support. The recommendations of this study include developing self-efficacy of female students and exploring other contributing factors to high academic achievement in at-risk males. Results could be used to prepare at-risk students by creating a learning environment that supports self-efficacy, thereby increasing their chances of academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: High School Students, Extracurricular Activities, Grade Point Average, Self Efficacy, Academic Achievement, Assertiveness, Peer Influence, Community Support, Correlation, Surveys, At Risk Students, Gender Differences, Leisure Time, Resistance (Psychology), Expectation
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A