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ACADEMIC ACHIEVEMENT AND SELF-EFFICACY AMONG DIVERSE POPULATIONS

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Date Issued:
2014
Summary:
The purpose of this study was to investigate the relationship between self-efficacy and academic achievement for Hispanic, Black, and White students. Self-efficacy has been studied immensely related to performance and academic achievement. However, little focus has been placed on general academic achievement across the curriculum. In this quantitative study, the researcher sought to establish a correlation between academic achievement and self-efficacy across racial, gender, and socioeconomic lines using non-probabilistic sampling techniques and surveying. Self-efficacy was studied in the context of Bandura's and other self-efficacy scholars' theories and measured using the Morgan-Jinks Student Efficacy Scale. The results suggested a strong correlational relationship between self-efficacy and academic achievement for Hispanic, Black, and White participants. Analysis failed to produce significant results related to the relationship between gender, socioeconomic status, and self-efficacy. Additionally, no significant differences were found in the proportion of low achieving and low self-efficacy students across the three racial groups. Results from this study may provide specific information to help teachers work with low achieving and low self-efficacy students to increase academic achievement. This study will hopefully inspire future studies to implement strategies aimed at increasing self-efficacy and academic achievement as well studies incorporating other demographic groups.
Title: ACADEMIC ACHIEVEMENT AND SELF-EFFICACY AMONG DIVERSE POPULATIONS.
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Name(s): Roberts, Walter Scott, III, Author
Type of Resource: text
Date Issued: 2014
Publisher: University of West Florida
Language(s): English
Summary: The purpose of this study was to investigate the relationship between self-efficacy and academic achievement for Hispanic, Black, and White students. Self-efficacy has been studied immensely related to performance and academic achievement. However, little focus has been placed on general academic achievement across the curriculum. In this quantitative study, the researcher sought to establish a correlation between academic achievement and self-efficacy across racial, gender, and socioeconomic lines using non-probabilistic sampling techniques and surveying. Self-efficacy was studied in the context of Bandura's and other self-efficacy scholars' theories and measured using the Morgan-Jinks Student Efficacy Scale. The results suggested a strong correlational relationship between self-efficacy and academic achievement for Hispanic, Black, and White participants. Analysis failed to produce significant results related to the relationship between gender, socioeconomic status, and self-efficacy. Additionally, no significant differences were found in the proportion of low achieving and low self-efficacy students across the three racial groups. Results from this study may provide specific information to help teachers work with low achieving and low self-efficacy students to increase academic achievement. This study will hopefully inspire future studies to implement strategies aimed at increasing self-efficacy and academic achievement as well studies incorporating other demographic groups.
Identifier: WFE0000451 (IID), uwf:61083 (fedora)
Note(s): 2014-06-01
Ed.D.
Department of Advanced Research and Statistics
Doctorate
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000451
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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