Ακαδημαϊκή, συναισθηματική και κοινωνική αυτεπάρκεια εφήβων μαθητών και σχολική επίδοσηPart of : Επιστήμες Αγωγής ; No.4, 2012, pages 135-148
The aim of the present study was to examine (a) the link between self-efficacy and academic achievement and (b) gender differences in self-efficacy, in a sample of adolescent pupils. Three hundred and five pupils (141 boys and 164 girls) (mean age = 13.9 years, s.d. = 0.81) responded to one questionnaire assessing their general self-efficacy and certain components of self-efficacy such as academic, emotional and social. The results have shown that pupils’ perceptions of their general, academic and social self-efficacy are associated with school performance and that general and academic self-efficacy are significant factors in predicting scholastic achievement in this sample. Girls had significantly higher levels of academic self-efficacy and boys scored higher in the emotional scale of the self-efficacy questionnaire. The role of school in developing pupils’ self-efficacy and advancing autonomous learning in school needs to be addressed especially in Hellenic reality.
αυτεπάρκεια, σχολική επίδοση, έφηβος, διαφορές φύλου
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