The submitted thesis is focused on the research of multi-factor conditioned fenomenon of school success and the influences which can affect it and are arising from the family surrounding. The knowledges about the school success and also the academic self-efficacy of a pupil are worked out in the theoretical part of the thesis. The next part belongs to the separated areas of the family effects that influence the school success of the pupil - for example : the parents education level, leisure activities of parents and children, helping with the homeworks and the ways of education within the family. The empiric part is represented by the quantitative research, where the relationship among the chosen factors of family effects and the individual elements of school success are verified throughout the research set of pupils attending the primary school (lower secondary education). The relationship between the academic self-efficacy and the school results of the pupil are being identified in here as well. Keywords: the school success, academic self-efficacy, family influences, way of family education

The focus of this work is a description of changes in the academic self-efficacy among adolescents when they change school environment and demands of studies. Academic self- efficacy is defined as one of the predictors of school achievement. In the theoretical part, there are summarized results of foreign researches which describe the development of academic self-efficacy during school attendance. This work focuses especially on transition from elementary to high school. Moreover, there are mentioned possibilities which may support the academic self-efficacy and increase its level. In the empirical part, there is a research which tries to describe the development of academic self-efficacy among Czech adolescents who change from elementary to high school. Questionnaires Myself As a Learner Scale and Children's Self-Efficacy Scale were used. The results suggest no significant changes in level of perceived academic self-efficacy during transition from elementary to high school. However, significant correlation was proven between both questionnaires and between grade point average and academic self-efficacy. Moreover, significant correlation was found between gender and level of academic self-efficacy by the questionnaire ChSE. Keywords: academic self-efficacy, student's school achievement, transition...

El presente estudio es transversal con diseño correlacional (Hernández-Sampieri & Mendoza, 2018), su objetivo es relacionar procrastinación y autoeficacia en el contexto académico; Participaron 178 universitarios a los que se les administró la Escala de Procrastinación Académica (EPA, Dominguez, Villegas & Centeno, 2014) y la escala de Autoeficacia Percibida para Situaciones Académicas (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). Se encontró que las variables presentan correlación, la dimensión Autorregulación académica correlaciona positivamente con Autoeficacia académica (.39); asimismo, la dimensión Postergación de actividades correlaciona negativamente con Autoeficacia (-.23). Se halló también, que existen diferencias en las dos variables al comparar los tres grupos de alumnos por ciclos, los alumnos de ciclos intermedios presentan mayores niveles de postergación de actividades que los que inician estudios y que los que culminan los estudios, asimismo se encuentran diferencias por género; las mujeres presentan mayores niveles de autorregulación académica. / This research is cross-sectional study with correlational design (Hernández-Sampieri & Mendoza, 2018). The objective is to relate procrastination and self-efficacy in the academic context; 178 university students participated and were administered the Academic Procrastination Scale (EPA, Dominguez, Villegas & Centeno, 2014) and the Perceived Self-Efficacy Scale for Academic Situations (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). It was found that the variables are correlated, the academic self-regulation correlates positively with academic self-efficacy (.39); specifically, the postponement of activities dimension negatively correlates with self-efficacy (-.23) It was also found that there are differences in the two variables when comparing the three groups of students by semesters, the students of intermediate semesters present higher levels of postponement of activities than those who star studies and those how finish studies, also it was found there are differences between gender; women have higher levels of academic self-regulation. / Tesis

Akademisk self-efficacy innebär att ha tilltro till ens förmågor relaterat till skolkontexten. Tidigare studier visade att tilltron är en tillgång att ha som elev. Denna tilltro är positivt relaterad till personegenskapen personlighets-härdighet som består av dimensionerna engagemang, kontroll och utmaning. Studien syftade till att se om utbildningstyp och kön kan förklara variation i akademisk self-efficacy samt se om personlighetshärdighet kan förklara ytterligare variation. Data insamlades genom att 107 gymnasieelever besvarade en enkät bestående av skalorna Self-Efficacy Questionnaire for Children (SEQ-C) och Academic Hardiness Scale (AHS). Analys utfördes genom korrelation, t-test och regressionsanalys. Resultatet visade och gav kunskaper om att elever med högskoleförberedande utbildning hade genomsnittligt högre nivå av akademisk self-efficacy än elever med en yrkesförberedande utbildning, samt en relation mellan personlighetshärdighet och akademisk self-efficacy. Resultatet visade inga signifikanta skillnader i akademisk self-efficacy mellan kön. De nämnda resultaten antyder vad som kan behöva åtgärdas gällande akademisk self-efficacy och personlighets-härdighets tre dimensioner.

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Researchers have found that low-income students have greatly suffered academically, yet there have been no advancements causing the academic achievement gap to close for any length of time. Using Bandura's social cognitive, self-efficacy, and academic self-efficacy theories as the foundation, this study explored the mediating effect of academic self-efficacy in the relationship between perceived teacher attitudes and perceived academic achievement in low-income high school students. Data were collected from 145 low-income high school students via an online survey geared towards their parents to ensure full parental consent. The survey included demographic questions, a perceived academic achievement question, the Classroom Teacher-Student Relationship subscale, and the Academic Self-Efficacy subscale. Multiple regression analysis revealed significant findings in that academic self-efficacy mediated the relationship between perceived teacher's attitudes and perceived academic achievement. However, due to cross-over suppression, gender differences were found to be a confounding variable. Further, it was found that girls were predicted to have higher perceived academic achievements than boys. This research is significant as the implications for social change include using the results as the foundation for future programs to improve teachers' attitudes towards low-income students to increase academic self-efficacy in low-income high school students. If these improvements are made, low-income high school students' academic achievement levels may also increase. This, in turn, could cause the academic achievement gap to close between low and high-income high school students.

abstract: Despite high levels of academic achievement as a group (Ryan & Bauman, 2016), Asian American students face many challenges, including academic stress (Flatt, 2013; Liu, 2002) and depression (Aczon-Armstrong, Inouye, & Reyes-Salvail, 2013; Wang & Sheikh-Khalil, 2014). The purpose of this study was to examine self-beliefs (academic self-efficacy and independent self-construal) and family and cultural variables (perceived parental expectations for academic achievement and internalization of the model minority myth) that may affect the academic stress and depression experienced by Asian American undergraduates. A national sample of 314 participants (221 female, 89 male, 4 nonbinary) who self-identified as Asian American undergraduates were recruited online and through word of mouth. They completed assessments of six constructs: Academic self-efficacy, independent self-construal, perceived parental expectations for academic achievement, internalization of the model minority myth, academic stress, and depression. Hierarchical multiple regression analyses revealed that of the two self-beliefs, only academic self-efficacy was a predictor of academic stress and depression. The greater the students’ academic self-efficacy, the less academic stress and depression they reported. Independent self-construal was not a significant predictor. Additionally, perceived parental expectations for academic achievement also predicted academic stress and depression. The more students perceived that their parents had high expectations for their academic achievement, the more they experienced academic stress and depression. The cultural variable, internalization of the model minority myth, was not a predictor of academic stress or depression. A moderated hierarchical regression examining whether academic self-efficacy and independent self-construal moderated the relation between perceived parental expectations for academic achievement and academic stress and depression revealed no moderation effects. The importance of academic self-efficacy is discussed in the context of cognitive theory that posits that thoughts and beliefs affect behaviors and emotions. In addition, cognitive theory is used to explain perceived parental expectations for academic achievement, as these are perceptions and beliefs about others, as related to one’s self. That the internalization of the model minority myth was not related to depression and academic stress is discussed. Limitations and clinical implications for working with Asian Americans with academic stress and depression are also discussed. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2019

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