The Relationship Between Self-Efficacy and Academic Achievement: A 5-Year Panel Analysis

Hwang, Mae Hyang; Choi, Hee Cheol; Lee, Anna; Culver, Jennifer; Hutchison, Brian

doi:10.1007/s40299-015-0236-3

Cited by 100 publications

(78 citation statements)

References 22 publications

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“…Although physiological situations self-efficacy source is not significant predictor of academic success for mathematics courses, it is a significant predictor of academic success for science class. This result overlaps with the viewpoint claiming that there is a mutual relation between self-efficacy and academic success mentioned by Hwang et al (2016) as a result of the longitudinal study. The strongest proof for this is the fact that seldom failures and successes coming right after many successes or failures are not influential; the successes that need to be increased are important tools for the failures that need to be decreased (Schunk & Pajares, 2009).…”

Section: Resultssupporting

confidence: 53%

Mathematics and Science Self-Efficacy Resources as the Predictor of Academic Success

Keşan¹,

Kaya²

2018

IOJES

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The basic aim of the study was to determine the power of mathematics and science self-efficacy resources as the predictors of academic success. The relational scanning model was used in the study, and the study was conducted with 492 students who were studying at sixth and seventh grades of a state school. The mathematics and science self-efficacy resources scales were used as the data collection tool. In addition, the school reports of the semester before the study was conducted were used to determine the academic success levels of the students. The Pearson moments multiplication correlation technique and multiple linear regression analysis were used in the analysis of the data. According to the results, there were significant relations between the mathematics and science selfefficacy resources and the academic success levels at high, medium and low levels. The personal experiences, indirect experiences and social persuasions, which have significant effects on academic success both for mathematics and for science, explained nearly 60% of the change in academic success. The physiological situations towards mathematics did not have any significant effects on academic success. According to the findings, some recommendations have also been made in the study.

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Section: Resultssupporting

confidence: 53%

Mathematics and Science Self-Efficacy Resources as the Predictor of Academic Success

Keşan¹,

Kaya²

2018

IOJES

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“…On the same line, [20] reported that the effect of past academic performance on self-efficacy beliefs was larger than the effect of self-efficacy beliefs on academic achievement. A recent study conducted by [51] at Kant Kaw Education Center in Myanmar reported a positive relationship between the levels of students' satisfaction and their achievement.…”

Section: Discussionmentioning

confidence: 93%

“…It is considered a crucial factor in accounting for academic aspirations and academic achievement [19]. A study conducted by [20] revealed a reciprocal relationship between students' self-efficacy beliefs and academic achievement. Students with high or strong SE are more likely to challenge themselves with hard tasks, intrinsically motivated, improve quickly from setbacks, and by the end are likely to achieve their personal goals; on the other hand, students with little or poor SE, have little aspiration which may result in poor academic performances [21].…”

Section: Introductionmentioning

confidence: 99%

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Sebaee¹,

Aziz²,

Mohamed³

2017

IOSR JNHS

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“…Hwang, Cheol, & Lee [23], used a panel analysis and demonstrated a reciprocal relationship between selfefficacy beliefs and academic achievement.…”

Section: Student Characteristics and School Performancementioning

confidence: 99%

The Main Determinants of Moroccan Students' Outcomes

Liouaeddine¹,

Bijou²,

Naji³

2018

EDUCATION

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The main purpose of the present article is to highlight the major factors affecting Moroccan students' outcomes in the second year of college (8th grade) and the sixth year of primary school (6th grade) using the Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) (2011) databases compiled by the International Association for the Evaluation of Educational Achievement (IEA). The use of a multilevel approach is appropriate in our case study because it enables us to deal with the hierarchical structure of the data at two levels. The two levels in our case study are the student level and the school level. The method of Multiple imputation by chained equations (MICE) was applied to impute missing values contained in the student background, home, and school data files, and the endogeneity problem that results from the use of multilevel modeling was solved using the Hausman-Taylor instrumental variables estimator. The results show that Moroccan students' outcomes are impacted by individual as well as contextual characteristics. More precisely, the index "school emphasis on academic success," which is related to information about the student, parents, teachers, curricula, and educational goals, seems to play a key role in explaining Moroccan students' academic performance. Keywords: student's outcomes, TIMSS, PIRLS, multilevel modelingCite This Article: Mariem Liouaeddine, Mohammed Bijou, and Faîrouz Naji, "The Main Determinants of Moroccan Students' Outcomes

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The Relationship Between Self-Efficacy and Academic Achievement: A 5-Year Panel Analysis

Cited by 100 publications

References 22 publications

Mathematics and Science Self-Efficacy Resources as the Predictor of Academic Success

Mathematics and Science Self-Efficacy Resources as the Predictor of Academic Success

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

The Main Determinants of Moroccan Students' Outcomes

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