Self-efficacy is the level of confidence an individual has in his or her ability to achieve specific outcomes. It refers to the beliefs about one's capabilities to learn or perform behaviors at designated levels (Bandura, 1977, 1892, 1986, 1997). It is a student’s “I can” or “I can not” belief. Numerous studies (Manstead & Van-Eekelen, 1998; Newby-Fraser & Schleubusch, 1998; Pajares, 1996; Sadri & Robertson, 1993; Stajkovic & Luthans, 1998; Vrugt, Langereis, & Hoogstraten, 1997; Wolters & Pintrich, 1998; Chowdhury & Shahabuddin, 2007; Hsieh, Sullivan, & Guerra, 2007) carried out in a variety of settings have widely reported that self-efficacy positively correlates with academic performance. In this study, the researchers will examine if the same conclusion will apply to the 3rd year Education students of Xavier University-Ateneo de Cagayan. Self-efficacy is said to have a measure of control over individual's thoughts, feelings and actions. This means that the beliefs that individuals hold about their capabilities affect greatly how they will behave. Thus, many research show that self efficacy influences motivation, learning, and more importantly academic achievement (Pajares, 1996; Schunk, 1995). Educators have long known that students’ beliefs about their academic capabilities play an essential role in their motivation to achieve. In the late 1970’s, a number of researchers began to assess self-beliefs in a more task-specific way, and one of the most important of these efforts focused on self-efficacy. Self-efficacy beliefs have shown convergent validity in influencing such key indices of academic motivation as choice of activities, level of effort, persistence and emotional reactions. According to the study of John Motari Momanyi (2007), students with higher levels of self-efficacy obtained higher academic performance scores than their counterparts who had lower levels of self-efficacy. Recent studies also discovered that there is a significant relationship between the students’ grade point average or GPA and their academic self-efficacy (Cerilles, J.H., 2011). Grade point average is a measure of academic achievement within a period of enrollment in a course. It presents a general view of a student’s performance in a course. It is also known as quality point index or QPI. In Xavier University-Ateneo de Cagayan, QPI is used instead of GPA. In this study, QPI will be the indicator whether a student has a low, average, or high academic performance. Academic performance is a major variable in determining one’s success or failure in terms of their academic or school activities. In every educational program, it is their main goal to assure that the students or pupils achieve an average or high quality performance in the school. Nowadays, in determining the student’s performance, it also covers their sense of self as a principal component of it. The Social Cognitive Theory of Bandura proposed that the choices people make and the course of action they pursue are being affected by the level of their self-efficacy. Determining a student’s motivation, affect, thought, and action can be through the level of their self-efficacy (Bandura, 1992). According to Brown and Lent (1991), they found out, through a meta-analysis, that self-efficacy positively affect one’s academic performance. Generally, people who are identified with high self-efficacy take new and difficult tasks as a challenge rather than as a threat to be discarded. Self-efficacy and academic performance mutually affect each other. If you have a high self-efficacy, it will also apply that you will have a high academic performance (Larsen and Buss, 2008). Knowing the level of self-efficacy of the third year Education students of Xavier University will be a great help in achieving high academic performance throughout the school year. Conceptual Framework
This study will be anchored on Albert Bandura’s...
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