This study investigates the impact of instructors' positive comments on academic resiliency and student performance. Not only is academic resiliency a stable trait, but we hypothesis that it may be induced or impeded; i.e. academic resiliency is malleable. The Academic Self-Efficacy Scale, Academic Locus of Control Scale, and the Academic Conscientiousness Scale were collected as covariates. It was predicted that participants randomly assigned to the positive teacher support condition would score better on the final exam and demonstrate increased academic resiliency compared to a baseline measure. Conversely, participants randomly assigned to the negative teacher support condition should do poorly on the exam and demonstrate reduced academic resiliency compared to a baseline measure. There were of73 undergraduate participants (13 male, 60 female) with a median age of 22 (SD=7 .19) recruited from a large Southeastern university students who were enrolled in two web-based courses.

The academic difficulties experienced by a majority of Navajo American Indian students are well documented. Past research has focused on a variety of internal and external factors which possibly explain some of these difficulties. Low levels of academic self-efficacy (ASE) has been identified as one of the factors possibly contributing to lower than expected rates of academic achievement and low post-secondary education retention rates in this population. This investigation sought to further define the component structures of ASE using theoretical structures postulated by Bandura (1977a, 1997), namely: past success, modeling, verbal persuasion, and emotional arousal. Information about grade point averages (GPA) and standardized achievement tests (IOWA Tests of Educational Development) were obtained for a sample of American Indian Students (N = 118) as a measure of past success. Three self-report measures were administered to the participants in the sample: The Career-Related Parental Support Scale-Verbal Encouragement scale (CRPSS-VE); and two measures created specifically for this study, The People I Know (to assess levels of exposure to appropriate academic models) and My feelings about School (to assess levels of emotional arousal centered on school). An additional pair of self-report measures was administered to this sample, the Self-in-School (SIS) and Academic Hardiness Scale (AHS), which sought to assess overall levels of ASE in each of the participants. Reliability and factor analyses were conducted to psychometrically examine the measures created for this study. Both were found to be highly reliable measures which load primarily onto one factor. Regression analyses were created to determine if the measures of the four components would predict totals on the two measures of overall ASE (the SIS and AHS). Results indicated that GPA, IOWA percentile rank scores, the CRPSS-VE and My Feelings about School were significant predictors of SIS totals in the regression models. Only The People I Know and My Feelings about School were significant predictors of AHS totals in the regression analyses. There was some evidence suggesting that the four components of ASE predicted overall reported levels of ASE. Implications of this study as well as possible future studies are outlined.

Bandura har postulerat fyra källor till akademisk self-efficacy vilka samtliga antas vara tämligen formbara. I tidigare studier har endast en viss del av variansen i akademisk self-efficacy kunnat förklaras genom dessa källor vilket föranleder fog till ytterligare forskning. Tidigare genomförda undersökningar som är indikerade att personlighet har ett samband med akademisk self-efficacy, men området är relativt bristfälligt studerat. Denna studie syftar till att studera Banduras föreslagna källor samt personlighet i enlighet med femfaktorteorins relation till akademisk self-efficacy. Studien utfördes genom en enkätundersökning, där 131 studenter besvarade frågor gällande Banduras föreslagna källor till akademisk self-efficacy, personlighet samt upplevd akademisk self-efficacy. Samtliga variabler i studien mättes med väletablerade instrument. En linjär multipel hierarkisk regressionsanalys utfördes och resultat bekräftar delvis Banduras teori. Dessutom påvisas att extraversion betydande predicerar akademisk self-efficacy. Således har teoribildning angående källor till self-efficacy utvecklats, vilket bland annat kan bidra till beslut om att inrikta fortsatt forskning inom området bör anta.

An ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the total number of students, parental consent was received to allow 9 boys and 7 girls to complete questionnaires. Data was analyzed by examining critical issues and comparing anecdotal records to a teacher interview and student questionnaires. Recurrent themes that materialized were: bullying, uniforms, discipline, competition, assessment, and exceptional students. Results showed that these core issues contributed to positive academic self-efficacy among students in this classroom in the context of the British educational system.

Student academic success is a primary concern for schools across the nation. Administrators, school counselors, teachers, and community leaders work together to increase success levels among students K-12. Various studies throughout history have sought to determine the many variables that contribute to academic success. The purpose of this study was to continue adding to the literature base in an effort to identify areas that could impact student academic success. In particular, this study examined whether academic self-efficacy, ethnic identity, sex, and socioeconomic status reliably predicted academic performance among students in Grades 6, 7, and 8. Using a non-experimental, quantitative design, this correlational research study explored the relationships of several variables (academic self-efficacy, ethnic identity, sex, and socioeconomic status) with academic performance of 6th, 7th, and 8th grade adolescents. Grade point averages and scores from the Mississippi Curriculum Test, Second Edition (MCT-2) were obtained from each student’s cumulative record. Students completed the Morgan-Jinks Student Efficacy Scale (Jinks & Morgan, 1999) and the Multigroup Ethnic Identity Measure (Phinney, 1999). Scores from these two assessments, grade point averages, and scores from the MCT-2 were entered into SPSS. After analyzing results with a multiple linear regression analysis, the researcher concluded that a final model, with the two variables of academic self-efficacy and sex, was statistically significant. The researcher concluded that academic self-efficacy and sex might act as buffers for the impact of ethnic identity and socioeconomic status on student academic performance. Results indicated that those students who had higher academic self-efficacy levels had higher grade point averages and MCT-2 levels. Furthermore, differences in sex also play a pertinent part in student academic performance, with girls demonstrating both higher grade point averages and MCT2 scores than boys. Using information gained from this study, school counselors may want to specifically address academic self-efficacy when working with students who are performing poorly academically. Classroom guidance, individual counseling, and small group counseling are the perfect avenues to specifically target this area with students. School counselors may also wish to host developmental workshops geared towards faculty, staff, and parents so that additional revisions can be made in other environments.

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The study examined the effects of formative assessment on community college students' content-specific vocabulary skills, academic achievement and academic self-efficacy. Sixty-one community college students who were enrolled in Developmental Psychology took part in formative assessment only (N = 24), formative assessment in conjunction with goal setting and self-monitoring (N = 19) or no formative assessment (N = 20). It was hypothesized that students who took part in formative assessment in conjunction with goal setting and self-monitoring would achieve higher content-specific vocabulary skills, academic achievement and academic self-efficacy from pretest to posttest when compared to students who took part in formative assessment only and no formative assessment. Findings indicated that students in both of the formative assessment groups had significantly higher content-specific vocabulary skills from pretest to posttest when compared to the control group. Implications for formative assessment practices with community college students and the lack of support for the hypotheses are discussed. / Educational Psychology

The purpose of the study was to examine the role of test anxiety, academic self-efficacy, and cognitive appraisal processes in predicting eighth grade students&rsquo / emotion regulation strategies during test taking. In addition, gender was included as a predictor in the study. The sample of the study consisted of 778 eighth grade students (398 females and 380 males) in 17 schools of &Ccedil / ankaya and Yenimahalle districts in Ankara. Emotion Regulation during Test Taking Scale (ERT) (Schutz, Distefano, Benson, &amp / Davis, 2004), Anxiety subscale of Academic Emotions Questionnaire (AEQ) (Pekrun, Goetz, Titz, &amp / Perry, 2002), and Academic Self-Efficacy Scale (ASE) (Jerusalem &amp / Schwarzer, 1981) were used to collect the data. Confirmatory factor analyses (CFA) were performed for the ERT, anxiety subscale of AEQ, and ASE scale. All of the scales were working as intended. Cronbach alpha coefficients were .85 for test anxiety, .76 for ASE, and ranged from .58 to .75 for ERT scale. Four separate hierarchical regression analyses were conducted to examine the role of gender, cognitive appraisal processes (goal congruence, agency, and testing problem efficacy), academic self-efficacy, and test anxiety in predicting four emotion regulation strategies: task focusing, tension reduction, wishful thinking, and self blame strategies. For all strategies, almost all of the predictors were found statistically significant. Test anxiety was found to be the most powerful predictor for all the dependent variables. Girls tend to use more emotional regulation strategies than boys.

Tidigare forskning inom studentliv och studenternas framgång är ett väl undersökt område. Könsskillnader, känsla av sammanhang (KASAM) och socialt stöd är några av de faktorer som har visats påverka studenternas akademiska self-efficacy. Studiens syfte var att undersöka relationen mellan kön, KASAM, socialt stöd och studenternas akademiska self-efficacy. 124 högskolestudenter i Mellansverige deltog genom att svara på en enkät bestående av College Academic Self-efficacy Scale, Social Support Questionnaire 6 (SSQ6) samt Sense of Coherence scale (SOC-13). Materialet analyserades med Pearsonkorrelation, regressionsanalys och t-test. 14.3% av variansen i studenternas akademiska self-efficacy förklarades av samtliga prediktorer (kön, KASAM och socialt stöd). Män visade sig ha högre akademisk self-efficacy än kvinnor. Ett positivt samband hittades mellan KASAM och akademisk self-efficacy, samt socialt stöd och akademisk self-efficacy. Studien har bidragit med ytterligare kunskap om studenternas situation. Detta kan leda till förbättrad skolmiljö som ökar studenternas akademiska self-efficacy.