Self-Efficacy, Dropout Status, and the Role of In-School Experiences Among Urban, Young Adult School-Leavers and Non-leavers

Psychological Distress, Anxiety, and Academic Self-Efficacy as Predictors of Study Satisfaction Among Peruvian University Students During the COVID-19 Pandemic

“… Mohammadyari (2012) states that these differences may be the result of men’s ability and the confidence they have on their ability in contrast with women. Another explanation is that the women’s self-efficacy decreases as they progress through middle and secondary school ( Assouline et al, 2020 ), which makes them change their focus toward non-academic objectives ( Brown et al, 2019 ). Also, receiving feedback is considered to increase self-efficacy levels among women, which is in line with the idea that said differences are the result of men feeling more confident about their own skills than women ( Bong, 1999 ).…”

Predictores de la satisfacción estudiantil y de la intención de terminar la escuela media en la academia técnica para adultos de boston

“…Investigaciones previas han demostrado que existe una fuerte correlación entre ambos constructos. Esto se debe a que una sólida convicción en la capacidad de llevar a cabo con éxito las tareas escolares reducen la ansiedad de los estudiantes y, a su vez, incrementa su bienestar y satisfacción en el ámbito educativo (Brown et al, 2019;Cummins y Tomyn, 2011;Schunk y Mullen, 2013;Simonsen y Rundmo, 2020).…”

Putting the “Self” in Self-Regulation: Strategies for Incorporating Student Voice in Self-Regulation Interventions for Internalizing Behaviors

“…After completing the sequence of identifying problem and replacement behaviors, setting goals, self-monitoring, and self-evaluating their behavior, students should have developed stronger self-awareness, decision-making skills, and strategies to change their behavior. When students repeatedly set and achieve goals, they should also develop greater self-efficacy, which is an indicator of improved mental health and high school graduation (Brown et al, 2019). Teachers, on the other hand, should have learned more about how their student problem-solves and engages with their environment and their emotional triggers in addition to developing a trusting relationship with their student.…”

“…Unfortunately, in the United States, nearly a third of high school age students have an anxiety disorder, 14% have a mood disorder such as major depressive disorder, 11% have a substance abuse disorder (Merikangas et al, 2010), and prevalence rates for mental health disorders significantly increase for students with disabilities (Kalberg et al, 2011). In school, internalizing behaviors can result in numerous barriers to academic, social, and emotional success, such as difficulty making and maintaining friendships, social isolation, poor school engagement, low academic and social self-concept, academic failure, dropout, and suicide (Brown et al, 2019; Gardner et al, 2008; Wang & Fredricks, 2014). In the classroom, teachers might recognize internalizing behaviors like difficulty sustaining attention, low motivation, frequent complaints of stomachaches or headaches, sleepiness, fatigue, or excessive worry and fear of failure (McIntosh et al, 2014; Poppen et al, 2016).…”