文章基本信息

标题：Relationship of Academic SE to Self-Regulated Learning, SI, Test Anxiety and Academic Achievement
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作者：Shafiq Ahmad ; Dr Ashiq Hussain ; Muhammad Azeem 等
期刊名称：International Journal of Education
电子版ISSN：1948-5476
出版年度：2012
卷号：4
期号：1
页码：12
语种：English
出版社：Macrothink Institute
摘要：The study was conducted to analyse the relationship of academic self-efficacy to self-regulated learning, school identification, test anxiety and academic achievement at secondary school level. Another purpose was to examine whether self-efficacy and school identification predict academic achievement or not. Four instruments were administered to a sample of 426 students of Grade 10 (205 boys, and 221 girls). Results revealed significant correlation between the variables. Strongest relationship was found between students’ academic self-efficacy and self-efficacy for self-regulation. Self-efficacy beliefs at academic domain level were found contributing significantly to the prediction of academic achievement. Significant gender differences were not found on measures of self-efficacy beliefs at academic domain level, school identification, and anxiety. Girls’ academic achievement was found better than the boys’ achievement. Boys were reported better than girls on measure of self-efficacy for self-regulated learning.