The Study of the Relationship Between Study Habits And Educational Self-efficacy, academic performance in Babol third grade Guidanc School Students

Subject Areas : Educational Psychology

Hossien  Nazari Shaker ¹ (کارشناس ارشد تحقیقات آموزشی، دانشگاه تهران. تهران، ایران.)
Kazem  Fath Tabar Firozjayi ² (کارشناس ارشد برنامه‌ریزی آموزشی، دانشگاه تهران. تهران، ایران.)
Mohammad Reza  Keramati ³ (عضو هیئت علمی دانشگاه تهران. تهران، ایران.)

Received: 2016-04-09 Accepted : 2016-04-09 Published : 2011-11-22

Keywords: Educational self-efficacy, : Academic performance, Study Habits, Third grade guidance school students,

Abstract :

In this study the relationship between study habits and educational self-efficacy, and academic performance third grade guidance school students in the academic year 2010-2011 has been examined 180 students (90 girls and 90 boys) were chosen as our sample size  by random cluster sampling method. The data were gathered by Morgan-Jinks self-efficacy questionnaire (1999), and palsane and sharma study habits inventory (PSSHI). correlation coefficient model, T-test, and stepwise regression were used to determine. The relationship between variables, comparing girls and boys, and determining the forecast of variables, respectively. The results of the study showed that academic performance of students was correlated with 4 subscales of study habits (“talent” and “effort” subscales in 0.01, “memory” subscale in 0.01, and “try” subscale in 0.05 level of significance). There was no significant difference between two genders in study variables. The results of stepwise regression showed that subscales of talent, memory, physical status, and note-taking can explain 0.25 of academic performance variance among girls; only two subscales (talent and memory) can explain 0.16 of academic performance variance among boys.

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