Objetivo. En este estudio se buscó determinar la relación que existe entre la autoeficacia académica y el cansancio emocional en estudiantes de secundaria de Lima; así como determinar si existen diferencias entre ambas variables según el género y grado académico. Método. Se utilizó un diseño no experimental, de tipo transversal y de alcance correlacional. La muestra estuvo compuesta por 168 escolares entre 11 a 18 años, se obtuvo por medio de un muestreo no probabilístico por conveniencia. Se emplearon la Escala de Autoeficacia Percibida Específica de Situaciones Académicas versión Domínguez, Villegas, Yauri, Mattos y Ramírez y la Escala de Cansancio Emocional adaptada por Domínguez. Resultados. Se determinó la existencia de una correlación negativa entre ambas variables, cuya magnitud de correlación fue pequeña. Asimismo, en los análisis comparativos, no se encontraron diferencias estadísticamente significativas entre ambas variables según género (p > 0.050) y grado académico (p > 0.050). Conclusión. Existe correlación negativa entre la autoeficacia académica y el cansancio emocional. Esto significa que, a mayor nivel de autoeficacia académica, existirá un menor grado de cansancio emocional (r = - 0.238, p < 0.050). / Objective. This study sought to determine the relationship between academic self-efficacy and emotional exhaustion in secondary school students from Lima; as well as to determine the differences that exist between both variables according to gender and academic degree. Method. A non-experimental, cross-sectional and correlational design was used. The sample consisted of 168 schoolchildren between 11 and 18 years old, it was obtained through a non-probabilistic convenience sampling. The Domínguez, Villegas, Yauri, Mattos and Ramírez version of the Scale of Perceived Self-Efficacy Specific to Academic Situations and the Scale of Emotional Tiredness adapted by Domínguez were used. Results. The existence of a negative correlation between both variables was determined, whose magnitude of correlation was small. Likewise, in the comparative analyzes, no statistically significant differences were found between both variables according to gender (p> 0.050) and academic degree (p> 0.050). Conclution. There is a negative correlation between academic self-efficacy and emotional exhaustion. This means that, at a higher level of academic self-efficacy, there will be a lower degree of emotional fatigue (r = - 0.238, p <0.050) / Tesis

This diploma thesis focuses on the concepts of creativity and self-efficacy mainly in connection with self-directed education. In the theoretical part of the thesis, the phenomenon of free schools is introduced, their main principles and comparison with traditional schools are presented in more details. Attention is also paid to the definition of the concept of creativity, main perspectives and theoretical approaches and interdependence with the educational process. Furthermore, the concept of self-efficacy is described with an emphasis on its resources and its connection with the school environment. The main goal of the thesis is to compare selected psychological concepts (creativity and self-efficacy) in children undergoing self- directed education in democratic schools in the Czech Republic and those attending traditional primary school. The empirical part introduces the research, which was made with a sample of 198 sixth through ninth graders (60 from democratic schools and 138 from traditional school). The Torrance Tests of Creative Thinking was used to measure creativity, for the measurement of academic self-efficacy was used ASE questionnaire consisting of three self-assessment scales - Myself as a learner scale (MALS), Child's self-efficacy scale (ChSE) and a homework questionnaire (HW)....

Syftet med den kvantitativa enkätstudien, baserad på 135 universitets-studenter, var att försöka identifiera faktorer som kan predicera akademiska prestationer bland universitetsstudenter. Hypotesen var att det finns ett positivt samband mellan studenterna studieprestationer och deras akademiska self-efficacy, akademiska motivation och resilience coping, samt ett negativt samband mellan stress och studieprestationer. För att mäta akademisk self-efficacy användes instrumentet Academic Self-Efficacy and Efficacy for Self-Regulated Learning, akademisk motivation mättes med Academic Motivation Scale - University Version. Stress mättes med Cohens Perceived Stress Scale och resilience coping mättes med Brief Resilience Coping Scale. Svaren analyserades i statistikprogrammet Jamovi med en korrelationsanalys, Spearman’s rho, samt en multipel linjär regressionsanalys. Därtill utfördes en hierarkisk regressionsanalys för att uppskatta faktorernas värde. Resultatet visade att det finns ett signifikant positivt samband mellan en hög grad av akademisk self-efficacy och studieprestation. Det fanns även ett negativt samband mellan stress samt amotivation gentemot studieprestation. Sammanfattningsvis konstateras genom interaktionseffekten mellan faktorerna akademisk self-efficacy, stress och amotivation att studenter som redovisar en hög akademisk self-efficacy i kombination med låg eller måttlig stress samt låga nivåer av amotivation predicerar bättre studieprestationer. / The purpose of the quantitative questionnaire study, based on 135 university students, was to try to identify factors that can predict academic performance among university students. The hypothesis was that there is a positive relationship between students' academic performance and their academic self-efficacy, academic motivation and resilience coping, and a negative connection between stress and study performance. To measure academic self-efficacy, the instrument Academic Self-Efficacy and Efficacy for Self-Regulated Learning was used, academic motivation was measured with the Academic Motivation Scale - University Version. Stress was measured with the Cohen's Perceived Stress Scale and resilience coping was measured with the Brief Resilience Coping Scale. The responses were analyzed in the statistics program Jamovi with a correlation analysis, Spearman's rho, and a multiple linear regression analysis. In addition, a hierarchical regression analysis was performed to estimate the value of the factors. The results showed that there is a significant positive relationship between a high degree of academic self-efficacy and academic performance. There was also a negative relationship between stress and motivation towards study performance. In summary, the interaction effect between the factors academic self-efficacy, stress and amotivation states that students who report a high academic self-efficacy in combination with low or moderate stress and low levels of amotivation predict better academic performance.

Many first-year college/university students have low retention and success rates which affect their ability to remain in college and attain a career. Despite matriculation practices employed by institutions of higher learning to increase retention, a gap remains in the understanding of the causative factors of retention. The purpose of this study was to determine if academic self-confidence scores of students prior to entry and post- completion of an FYS are reliable predictors of students' ability to progress from the first year to the second year of college. Tinto's (1987) academic retention theory framed the study. A quantitative case study approach including a paired t-test for the dependent sample analysis, point-biserial correlation analysis, and a one-way analysis of covariance (ANCOVA) was employed for this study. The findings are that students' self-reported academic confidence does improve postcompletion of the FYS and that these results are not gender specific. The statistical analysis of correlation between posttest self-confidence scores and re-enrollment for second year of college were not statistically significant. The findings of this study contribute to the body of knowledge in current literature on factors of retention, specifically students' self-reported academic confidence. When careful investigations are conducted to determine causative factors that can be used as predictors of student retention, those investigations directly impact positive social change and promote accountability for current matriculation practices employed by institutions of higher learning.

Colleges across the nation are increasingly interested in improving retention of students. Many universities have begun offering workshops and courses targeted at improving study skills in academically underprepared students with the goal of helping students succeed in higher education and continue enrollment. The impact of such courses on study skills themselves has been supported, but prior research has not examined the courses impact on students' beliefs about their ability to succeed in college - that is, their levels of academic self-efficacy. This study examined pre- and post-test levels of academic self-efficacy in college students enrolled in a study skills course in comparison to students not enrolled in such a course. Results indicated that students identified as academically underprepared did indeed have lower levels of skill and academic-self efficacy than students not enrolled in study skills courses, and students enrolled in study skills courses had greater increases in academic self-efficacy than comparison students.

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Studien syftade till att bidra med (1) generell kunskap till diskursen om högre utbildning genom att undersöka varför studenter väljer att utbilda sig på högre nivå samt (2) fördjupad kunskap om betydelsen av self-efficacy för studenters syn på och upplevelse av högre utbildning. I den kvantitativa forskningsdesignen användes en survey-metod med enkäter (N = 186) för att samla in data. Generell self-efficacy definieras som individens tilltro till sin förmåga att organisera och genomföra handlingar som krävs för att uppnå specifika prestationer. Denna tilltro till den egna förmågan har positiva samband med studieprestationer och beteenden. I arbetslivet är self-efficacy en av de viktigaste personliga resurserna och uppmärksammas alltmer inom utbildning. Utöver generell self-efficacy undersöks tilltron till den egna förmågan ur domänspeficka dimensioner. Inom utbildning specificeras tilltron till akademisk self-efficacy och är instrumentell och uppgiftsfokuserad. Det handlar inte om tilltron till generella färdigheter som problemlösningsförmåga utan snarare om att hantera specifika uppgifter i en akademisk kontext. Resultaten från deskriptiva analyser visar att anställningsbarhet verkar vara det starkaste motivet till studenternas inträde i högre utbildning. Därefter kommer motiv som kan liknas vid bildning – enligt det Humboldtska idealet. Dessutom tenderar akademisk self-efficacy att öka över tid efter antal lästa terminer medan liknande samband inte observeras för generell self-efficacy. Att generell self-efficacy var betydande vid förklaring av variansen i akademisk self-efficacy stämmer överens med tidigare forskning. Det verkar som om ett neoliberalt marknadsideal har påverkat enskilda studenter och deras motiv för att söka sig till högre utbildning. Kompetensen som studenterna utvecklar under studietiden tenderar att i hög grad vara uppgiftsfokuserad. Med tanke på den låga genomströmningen i svensk högre utbildning och self-efficacy teorins positiva samband med studieprestationer skulle svenska lärosäten gynnas av att främja både generell och akademisk self-efficacy hos sina studenter.

This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study. / Doctor of Education / This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study.

Im Rahmen einer über zwei Schuljahre andauernden quasi-experimentellen Interventionsstudie wurden Lehrkräfte dreier Berliner Oberschulen geschult, durch ein modifiziertes Unterrichtsverhalten und die Einführung von Förderstrategien in ihren Fachunterricht motivational relevante Ressourcen und Risikofaktoren ihrer Schülerinnen und Schüler positiv zu beeinflussen (schulische Selbstwirksamkeitserwartung, Prüfungsängstlichkeit, schulbezogenes Stresserleben und wahrgenommene Binnendifferenzierung im Unterricht). Ziele der vorliegenden Untersuchung sind die Evaluation der Wirksamkeit der Maßnahmen im Hinblick auf die genannten Zielkriterien sowie die Analyse der Effekte in Abhängigkeit von der durch die Schüler wahrgenommenen Umsetzung der Interventionen. Zu Beginn und am Ende des ersten sowie am Ende des zweiten Projektjahres wurden drei standardisierte Befragungen mit 570 Siebt- und Achtklässlern von drei Interventions- und drei Kontrollschulen durchgeführt. Die mehrebenenanalytische Untersuchung der Programmeffekte belegt am Ende des ersten Projektjahres bei den Interventionsschülern im Vergleich zur Kontrollgruppe erwartungskonform günstigere Entwicklungen in der Prüfungsängstlichkeit, der wahrgenommenen schulbezogenen Bedrohung – einer Unterkomponente des Stresserlebens – und der wahrgenommenen Binnendifferenzierung. Darüber hinaus zeigen sich positive Zusammenhänge zwischen dem Ausmaß der von den Schülern wahrgenommenen Umsetzung der Interventionen und weiteren untersuchten Variablen (z. B. der schulischen Selbstwirksamkeitserwartung). Die Ergebnisse weisen somit auf die motivationale Relevanz der Fördermaßnahmen speziell des ersten Projektjahres hin. Zudem verdeutlichen die Analysen, dass bei schulischen Interventionen durch Lehrkräfte als Multiplikatoren nicht von einer einheitlichen Umsetzung ausgegangen werden kann und Veränderungen in der Interventionsgruppe auch vom Ausmaß der wahrgenommenen Umsetzung abhängen. / In the context of a quasi-experimental research project, conducted over two years, teachers of three Berlin secondary schools were trained in new teaching strategies to positively influence students’ motivational resources and risk factors. The aim of this study is to evaluate the program’s effects on students’ academic self-efficacy, test anxiety, school-related stress as well as internal differentiation and to analyze these effects as a function of students’ perception of the program’s implementation. At the beginning of the first project year and at the end of the first and second project years standardized surveys were conducted in three experimental schools and three control schools with 570 students in the seventh and eighth grades. As expected, multilevel analysis showed significant effects in students’ test anxiety, perceived threat – a component of stress – as well as internal differentiation at the end of the first project year: Test anxiety and perceived threat were significantly lower in the experimental group than in the control group, whereas internal differentiation was higher in the experimental group. In addition correlations were found between student’s perception of the program’s implementation and several other variables under study (e.g. self-efficacy). The results therefore underline the program’s relevance for motivational resources and risk factors. This is particularly true for the first year interventions. Furthermore, the results indicate that program implementation varies between teachers and that implementation quantity considerably affects program effects.

No description available.