Author(s):
1. Muhammed Yusuf:
Faculty of Human Development, University Pendidikan Sultan Idris 35900, Tanjung Malim, Perak Darul Ridzuan, Malaysia
2. Mohammed Y.M.Mai:
Faculty of Human Development, University Pendidikan Sultan Idris 35900, Tanjung Malim, Perak Darul Ridzuan, Malaysia
Abstract:
The primary aim of this study is to investigate the impact of self-efficacy beliefs on the academic achievement (CGPA) of high achieving school students in science subjects. Students' self-efficacy refers to their selfconfidence in their own ability to perform a given task. The Malaysian high achieving school students in the science stream were randomly selected to participate in this study applying the Principal Component Analysis (PCA) and the Structural Equation Modeling (SEM) to answer two research questions: 1) what is the relationship between the control of learning beliefs and self-efficacy belief for learning of the high achieving school students in science stream? 2) What is the impact of self-efficacy beliefs on the academic achievement of the high achieving school students in the science stream? The finding shows a considerable relationship between the variables of self-efficacy beliefs and indicates the effects of selfefficacy beliefs on science achievement significantly. The direct effect of control of learning beliefs on the academic achievement was.51 while the direct effect of self-efficacy belief for learning on the academic achievement was also. 60 indicating that self-efficacy beliefs play a crucial role in the lofty attainment of the participants. In conclusion, educators should strategically maintain high self-efficacy beliefs of high achieving students to boost science attainment in the country.
Page(s):
117-119
DOI:
DOI not available
Published:
Journal: Science International, Volume: 33, Issue: 2, Year: 2021
Keywords:
academic achievement
,
Selfefficacy
,
science subject
References:
References are not available for this document.
Citations
Citations are not available for this document.