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 , Kazem Fath Tabar Firozjayi ² , Mohammad Reza Keramati ³

1 - کارشناس ارشد تحقیقات آموزشی، دانشگاه تهران. تهران، ایران.
2 - کارشناس ارشد برنامه‌ریزی آموزشی، دانشگاه تهران. تهران، ایران.
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.

References:

فریدونی مقدم، مالک؛ چراغی، بهمن.(1388). عادت‌های مطالعه و ارتباط آن با عملکرد تحصیلی در دانشجویان پرستاری آبادان. مطالعات و توسعه آموزش پزشکی، دوره 2، شماره 1، ص 21-28.

فراهانی، محمد نقی؛ کرامتی، هادی.(1381) . بررسی رابطه خودکارآمدی با نگرش و عملکرد تحصیلی درس ریاضی در دانش‌آموزان سوم راهنمایی شهر تهران. فصلنامه علمی-پژوهشی علوم انسانی دانشگاه الزهرا (س)، سال دوازدهم، شماره42.

نوریان، عباس علی؛ موسوی نسب، نورالدین؛ فهری، آرزو؛ محمد زاده، اکبر.(1385). مهارت‌ها و عادات مطالعه دانشجویان پزشکی زنجان. فصلنامه آموزش در علوم پزشکی، دوره 6، شماره 1، ص 101-107.

شهرآرای، مهرناز؛ کرامتی، هادی. (1383). بررسی نقش خودکارآمدی ادراک شده در عملکرد ریاضی. فصلنامه نوآوری‌های آموزشی، سال سوم، شماره 10.

 

Agne, K. J., Greenwood, G. E., & Miller, L. D. (1993).Relationships between teacher belief systems and teacher effectiveness. The Journal of Research and Development inEducation, 27(3), 141-152.

Ainley, M. (2006).Connecting with learning: Motivation, affect, and cognition in interest processes. Educational Psychology Review, 18(3), 391–402.

Ainley, M. & Patrick, L.(2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. EducationalPsychology Review, 18(3), 267–286.

Ainley, M., & Hidi, S.(2002).Dynamic measures for studying interest and learning. In P.R. Pintrich & M.L. Maehr (Eds.), New directions in measures and methods (Vol. 12, pp. 43-76). Oxford, UK: Elsevier Science.

Bailey, P.  D. & Onwuegbuzie, A. J. (2002). The role of study habits in foreign language courses. Assessment and Evaluation in Higher Education, 27, 463-473.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bong, M. (1999). Personal factors affecting the generality of academic self-efficacy judgments: Gender, ethnicity, and relative expertise. Journal of Experimental Education, 67(4), 315–331.

Britner, S. L., & Pajares, F.(2006) .Sources of science self-efficacy beliefs of middle school students. Journal for Research in Science Teaching, 43, 485–499.

Cano, F. Justicia, F.(1994). Learning styles, strategies and approaches: an analysis  of their interrelationships. Higher Education, 27, 239–260.

Cardelle-Elawar, M.(1995).Effects of metacognitive instruction on low achievers in mathematics problems. Teaching and Teacher Education, 11(1), 81–95.

Cardelle-Elawar, M., & Nevin, R.(2003). The role of motivation on strengthening teacher identity: Emerging themes. Action in Teacher Education, 23,48–58.

De la Fuente, J. (2004). Recent perspectives in the study of motivation: The Theory of Goal Orientation. Electronic Journal of Research in Educational Psychology,2(1),35–62.

De la Fuente, J; Cardelle-Elawar, M .(2009). Research on Action–emotion Style And Study Habits: Effects Of Individual Differences On Learning And Academic Performance Of Undergraduate Students. Learning And Individual Differences , 567–576.

Dickson, G. L., & Chun, H.(2011). A Psychoecological Model of Academic Performance Among Hispanic Adolescents. J Youth Adolescence (2011). 40:1581–1594.

Ehrman, M.E. & Oxford, R.(1995). Cognition plus: correlates of language learning success. Modern Language Journal,79(1), 67- 89.

Ferla, J. Valcke, M. Cai, Y.(2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19 (2009) 499–505.

Fouad, N. A., & Smith, P. L.(1995). A test of a social cognitive model for middle school students: Math and science. Journal of Counseling Psychology,43,338–346.

Garcia , E.(2009) .Supplemental Instruction , Study Habits And The Community College Student .Doctor of Education in Higher Education. FloridaInternationalUniversity .Miami , Florida .

Hidi, S., & Ainley, M.(2008). Interest and self-regulation: Relationships between two variables. In D.H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp.77-110). Mahwah, NJ: Lawrence Erlbaum.

Hranac.k.(2007). Student SuccessAnd Self-efficacy in Mathematics At The Junior Highlevel: A Case Study Of Students From Low-Income Backgrounds. Degree of Doctor of Philosophy with a Major in Education in the College of GraduateStudiesUniversity of  Idaho.

Isarida, T. (2005). Study-time effects on free recall within and out of context. Memory, 13(8), 785–795.

Jinks, J., & Morgan, V.(1999).Children’s perceived academicself-efficacy: An inventory scale. Clearing House,72, 224-230.

Jonson-Reid, M., Davis, L., Saunders, J., Williams, T., & Williams, J.(2005). Academic self-efficacy among African American youths: Implications for school social work practice. Children &Schools, 27(1), 5–14.

Lent, R. W., Brown, S. D., & Hackett, G.(1995).Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122.

Mhenta, P., & Kumar, D.(1985).Relationships of academic achievement with intelligence, personality, adjustment, study habits and academic motivation. Journal of Personality and Clinical Studies, 1(1–2), 57–68.

Miller, R. B., & Brickman, S.J.(2004).A model of future-oriented motivation and self regulation. Educational Psychology Review, 16(1), 9–33.

Okapala, C & Ellise, R. (2005) .The Perceptions of College Students on Teacher Quality. Education, Vol126,2,p.374-383.

Okpala, A.O., Okpala, C.O., and R. Ellis.(2000). Academic efforts and study habits among students in a principles of macroeconomics course. Journal of Education for Business, 75:219-224.

Palsane, M. N. and Sharma, S. (1989). Palsane and sharma study habits inventory. National Psychological Corporation. Agra.

Patrick, L; Care, E; Ainley, M.(2011). The Relationship Between Vocational Interests, Self-Efficacy, And Achievement In the Prediction of Educational Pathways. Journal of Career Assessment, 61-74.

Shunk, D.H.(2004). Learning theories: An educational perspective, 4th ed Upper  Saddle River, NJ: Merrill Prentice Hall.

Slate, J. R.,  Jones, C. H., & Harlan, E. J. (1998). Study skills at a post-secondary vocational and technical institute. Journal of Industrial Teacher Education, 35(2), 57-70.

Trusty, J., & Ng, K. (2000). Longitudinal effects of achievement perceptions on choice of post secondary major. Journal of Vocational Behavior, 57, 123–135.

Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31, 125–141.

Usher, E L; Pajares, F.(2008). Sources of Self-Efficacy In School: Critical Review of the Literature And Future Directions. Review of Educational Research.Vol,78. No. 4.751–796.

Vasile, C; Marhan, A-M; Mihaela Singer, F; Stoicescu, D.(2011). Academic Self-Efficacy And Cognitive Load In Students. Procedia Social And Behavioral Sciences. 478_482.

Zimmerman, B. J. (1990). Academic studying and the development of personal skill: A self regulatory perspective. Educational Psychologist, 33(2-3), 73 - 86.