Relationships of Cognitive, Emotional and Behavioral Engagements with Students’ Self-Efficacy

Ramezan Raisi and Mousa Javedan

Abstract


The aim of this study was to determine the relationship between cognitive, emotional and behavioral engagements and self-efficacy of male high school students in Bandar Abbas (Iran) in the academic year 2014-2015. In order to determine the sample size according to Morgan Table, 200 subjects were selected using random sampling method. Data collection tool for academic self-efficacy beliefs was McIlroy and Bunting Questionnaire (2002) and to collect data regarding the cognitive, emotional and behavioral engagements Fredericks et al Questionnaire (2004) was used. Data were analyzed by descriptive and inferential statistical tests of Pearson and regression. Regression analysis results show that cognitive engagement at the level of p<0.087, behavioral engagement at the level of p<0.635 and emotional engagement at the level of p<0.001 significantly explain students’ self-efficacy. Finally, it can be concluded that cognitive, emotional and behavioral engagements have a significant relationship with self-efficacy. Therefore, given the research results we come to the conclusion that cognitive, emotional and behavioral engagements increase students’ self-efficacy.

Full Text:

PDF

References


Abdullahi, H. (1999). Factors affecting the academic achievement of the students. Training Bulletin, No. 20.

Seif, A. (2008). Modern educational psychology (Psychology of Learning and Teaching). Tehran: Doran Press.

Amini, Sh., (2003). A study on the role of self-efficacy, self-regulation and self-esteem in academic achievement of students in the third grade of high school in the field of empirical science in Shahrekord city. Master's Thesis, Faculty of Psychology and Educational Sciences, Tehran University of Teacher Education.

Mohsenpour, M., (2005). The role of self-efficacy, achievement goals, learning strategies and sustainability in academic achievement of third-grade high school students (mathematics) in Tehran. Master's Thesis, Faculty of Psychology and Educational Sciences, Tehran University.

Khan Mohammadi, Z., (2005). Examination of the relationship between the teacher’s efficacy and math self-efficacy beliefs and math performance of first grade high school student in Abhar city. Master's Thesis, Faculty of Psychology and Educational Sciences, Tehran University.

Rastegar, A. (2006). The relationship between intellectual beliefs and academic achievement: the mediator role of achievement goals and academic engagement of third grade high school students in the field of math and physics. Master's Thesis, Faculty of Psychology and Educational Sciences, Tehran University.

Azad Abdollahpour, M. (2003). The relationship between cognitive styles (depending on the context, independent of context), learning strategies (cognitive and metacognitive) and academic achievement of boy students in first grade of public high school at district 6 of Tehran. Master's Thesis, Faculty of Psychology and Educational Sciences, Tehran University of Teacher Education.

Ababaf, Z. (1996). Comparison of cognitive and metacognitive strategies of high school students distinguished by ability level, field of study and gender, and proposals in the area of curriculum, Journal of Educational Innovations (25),68-79.

Nasr Esfahani, Z. (2003). The role of mathematics self-efficacy, mathematics self-concept, mathematics anxiety and perceived usefulness of mathematics in mathematics achievement of first grade high school students in Tehran. Master's Thesis, Faculty of Psychology and Educational Sciences, Tehran University of Teacher Education.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

World of Researches Publication