Relationship of Academic SE to Self-Regulated Learning, SI, Test Anxiety and Academic Achievement | Zendy

Shafiq Ahmad | Zendy; Dr Ashiq Hussain | Zendy; Muhammad Azeem | Zendy

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Relationship of Academic SE to Self-Regulated Learning, SI, Test Anxiety and Academic Achievement

Author(s) -

Shafiq Ahmad,

Dr Ashiq Hussain,

Muhammad Azeem

Publication year - 2012

Publication title -

international journal of education

Language(s) - English

Resource type - Journals

ISSN - 1948-5476

DOI - 10.5296/ije.v4i1.1091

Subject(s) - academic achievement , test anxiety , psychology , anxiety , test (biology) , clinical psychology , developmental psychology , psychiatry , biology , paleontology

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.

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