Comparison of Self-Efficacy and Self-Regulation between the Students with School Refusal Behavior (SRB) and the Students without (SRB), and the Relationships of These Variables to Academic Performance

Autor/inn/en	Khanehkeshi, Ali; Ahmedi, Farahnaz Azizi Tas
Titel	Comparison of Self-Efficacy and Self-Regulation between the Students with School Refusal Behavior (SRB) and the Students without (SRB), and the Relationships of These Variables to Academic Performance
Quelle	In: Journal on Educational Psychology, 6 (2013) 3, S.9-16 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Self Efficacy; Metacognition; Correlation; Academic Achievement; Behavior Problems; High School Students; Sampling; Females; Measures (Individuals); Comparative Analysis; Rural Areas; Goal Orientation; Attendance + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Messdaten; Rural area; Ländlicher Raum; Zielorientierung; Zielvorstellung; Anwesenheit
Abstract	The purpose of this study was to compare self-efficacy and self-regulation between the students with SRB and students with NSRB, and the relationship of these variables to academic performance. Using a random stratified sampling technique 60 girl students who had school refusal behavior (SRB) and 60 of students without SRB were selected from 8 high schools. The general self efficacy scale (GSE; Schwarzer & Jerusalem, 1995), the Kearney, Cook, and Chapman, 2007's school refusal criterions; self-regulation inventory (Kanlapan & Velasco, 2009), and the student's current academic performance scores as a measure of academic performance were used for collecting the data. Independent t-Test showed that there are significant differences between self-efficacy, self-regulation and academic performance among two groups (p<0.05). Finally results showed that self-efficacy and self-regulation have simple and multiple significant correlation with academic performance in two groups (p<%5). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01