Relevant bibliographies by topics / Leadership. Self-efficacy. Academic achievement

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Leadership. Self-efficacy. Academic achievement'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Leadership. Self-efficacy. Academic achievement"

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Cha, Hyun-Jin, Youngmi Go, Jonghoon Kim, and Sunjoo Byun. "The Effects of Achievement Goal Orientation and Academic Self-Efficacy on Self-Leadership of freshmen." Korean Association For Learner-Centered Curriculum And Instruction 16, no. 9 (2016): 293–313. http://dx.doi.org/10.22251/jlcci.2016.16.9.293.

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Haug, Matthew E., and Teresa Wasonga. "Understanding How Leadership Matters: Collective Efficacy and Student Achievement." ATHENS JOURNAL OF EDUCATION 8, no. 2 (2021): 197–222. http://dx.doi.org/10.30958/aje.8-2-5.

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The purpose of this study was to examine the relationships among collective efficacy factors, as measured by the Illinois 5Essentials Survey, and college readiness scores, as reported by American College Testing (ACT), for high schools in the state of Illinois. The 5Essentials have been considered crucial to school success and therefore used to describe learning environments and as basis for decisions on school improvement. However, little research has investigated the efficacy of the 5Essentials in their impact on academic achievement. This study used Illinois 5Essentials Survey and ACT data to interrogate the value of 5Essentials. Analysis of data determined that while correlational relationships do exist among the 5Essentials (collective efficacy factors) and that some have predictive qualities for student achievement, the strengths of those relationships are, at best, weak. Outcomes of this survey provide insights that policy makers should consider when recommending the use of these factors to influence school culture and student achievement. Keywords: collective efficacy, Illinois 5Essentials Survey, reciprocal causality, self-efficacy, student achievement, leadership
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Aye, Eucharia Nchedo, Richard Agbangwu, Theresa Olunwa Oforka, et al. "Family Variables as Predictors of Self-Concept and Academic Achievement of Secondary School Students in Benue State, Nigeria." Global Journal of Health Science 11, no. 8 (2019): 86. http://dx.doi.org/10.5539/gjhs.v11n8p86.

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OBJECTIVE: The study investigated family variables as predictors of self-concept and academic achievement of secondary school students in Benue state, Nigeria.
 
  
  
 
 
 METHODS: The study adopted a correlational research design. The sample of the study consisted of seven hundred and twenty (720) SS II students. The study research questions were analyzed using the Pearson product moment correlation coefficient, while the hypotheses were tested using regression analysis at 0.05 probability level.
 
 RESULTS: The findings revealed a strong positive relationship among family structure, self-concept and academic achievement of secondary schools students. It also revealed that family leadership style like Authoritative, Authoritarian, Permissive and Neglectful family leadership style had a strong relationship on secondary school students, self-concept and academic achievement. Again, it was discovered that family size had a strong relationship on secondary school students’ self-concept and academic achievement in Benue state, Nigeria.
 
 CONCLUSION: It is concluded that there exists a strong relationship between family structure and self-concept of secondary school students; family structure predicts students’ academic achievements; family size has a low positive relationship with self-concept of secondary school students; low relationship with student's academic achievement; there is a positive relationship between family leadership styles and self-concept of secondary school students.
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Jalapang, Iran, and Arumugam Raman. "Effect of Instructional Leadership, Principal Efficacy, Teacher Efficacy and School Climate on Students’ Academic Achievements." Academic Journal of Interdisciplinary Studies 9, no. 3 (2020): 82. http://dx.doi.org/10.36941/ajis-2020-0043.

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This study is aimed to identify the influence of instructional leadership, principal’s efficacy, teachers’ efficacy and school climate on the academic achievement of national secondary school students in the Sri Aman Division, Sarawak. The respondents of the study consisted of 186 teachers in 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This study used a quantitative method that is a cross-sectional approach for data collection purposes. Respondents responded using a questionnaire. The SmartPLS 3.0 path modelling software of the route model was used for PLS-SEM analysis. The results of the PLS-SEM analysis found that the instructional leadership of principals, efficacy of principals, efficacy of teachers and school climate have significant relationships with students' academic achievement in the 7 National Secondary Schools (NSS) in Sri Aman, Sarawak. This proves that these four variables have a strong influence on students' academic achievement and are predictors of students’ academic achievement performance at national secondary schools in the Sri Aman Division. However, teachers’ experience as a moderating factor was found to not affect the independent variables against the dependent variable. Finally, a comprehensive analysis on the implications of the study was carried out so that it can contribute to the scientific field of research in education.
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Kim, Young-Sun, and Hyun-Ju Lee. "The Effects of Creative Leadership and Self-leadership to Academic Achievement of Nursing Students." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 1 (2021): 531–46. http://dx.doi.org/10.22251/jlcci.2021.21.1.531.

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Simonsen, Inge-Ernald, and Torbjørn Rundmo. "The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students." Social Psychology of Education 23, no. 6 (2020): 1565–86. http://dx.doi.org/10.1007/s11218-020-09595-7.

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AbstractSchool satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.
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Rinn, Anne N. "Trends Among Honors College Students: An Analysis by Year in School." Journal of Secondary Gifted Education 16, no. 4 (2005): 157–67. http://dx.doi.org/10.4219/jsge-2005-479.

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This study sought to determine whether honors college students differed with regards to academic achievement, academic self-concept, general self-concept, educational aspirations, and career aspirations as a function of their class standing. Participants included 298 honors college students from a large, Midwestern university. A demographic questionnaire, the general academic subscale and the general-self subscale of the Self-Description Questionnaire III (Marsh & O'Neill, 1984), and the Leadership and Achievement Aspirations subscale of the Career Aspirations Scale (O'Brien, 1992) were used. Results indicate significant differences between juniors and seniors with regards to academic self-concept, educational aspirations, and career aspirations. Implications for honors faculty and administrators are discussed.
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Chen, Xinyin, Kenneth H. Rubin, Bo-shu Li, and Dan Li. "Adolescent Outcomes of Social Functioning in Chinese Children." International Journal of Behavioral Development 23, no. 1 (1999): 199–223. http://dx.doi.org/10.1080/016502599384071.

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A sample of Chinese children in Shanghai, People’s Republic of China, initially aged 8 and 10 years, participated in this four-year longitudinal project. Information on social functioning including sociability-leadership, aggression-disruption, and shyness-sensitivity was collected from peer assessments in the original study. Data on indexes of social and school adjustment, including peer acceptance, teachers’ perceptions of school-related competence, leadership, academic achievement, adjustment problems, and self-perceptions of competence, were collected from multiple sources in the follow-up study. Consistent with Western literature, sociability-leadership positively predicted indexes of social and school adjustment. Aggression was positively associated with adolescent maladjustment for boys and adjustment for girls. Finally, inconsistent with the Western literature, shyness-sensitivity in childhood was positively predictive of indexes of adolescent adjustment such as teacher-assessed competence, leadership, and academic achievement.
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Masreviastuti, Masreviastuti, Siti Nurbaya, and Farida Akbarina. "PENGARUH GAYA KEPEMIMPINAN DAN MOTIVASI DIRI TERHADAP PRESTASI AKADEMIK MAHASISWA ADMINISTRASI NIAGA POLITEKNIK NEGERI MALANG." Adbis: Jurnal Administrasi dan Bisnis 14, no. 1 (2020): 63. http://dx.doi.org/10.33795/j-adbis.v14i1.89.

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The aim of this study is determine the effect of leadership style and self motivation on student academic achievement. In order to obtain a comprehensive picture, the object of the research was all first and second level students both D3 and D4 Business Administration Department of the State Polytechnic of Malang. The results are expected to be used as input related to leadership style and self motivation towards student academic achievement.The concept of HR policies studied also needs to be understood by academics. For this reason, the results of this study will also be published in accredited scientific journals. Besides that, it needs to be realized in the form of teaching materials so it can be used as a reference in the teaching and learning process at the Business Administration Department of the State Polytechnic of Malang.
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Oldac, Yusuf Ikbal, and Yasar Kondakci. "Multilevel analysis of the relationship between school-level variables and student achievement." Educational Management Administration & Leadership 48, no. 4 (2019): 762–80. http://dx.doi.org/10.1177/1741143219827303.

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The purpose of this study was to investigate the relationship between student achievement and a set of school-level variables, including distributed leadership, academic optimism, teacher collaboration and enabling school structure. The study was designed as correlational research. A Hierarchical Linear Modeling (HLM) analysis was conducted with a data set collected from 23,053 students and 426 teachers from 40 randomly selected public schools in Turkey. The data were collected using previously developed scales and student achievement data from the Ministry of National Education. HLM results revealed that two dimensions of academic optimism – namely collective efficacy and trust in clients – and hindering bureaucracy significantly predicted between-school differences in student achievement. The tested HLM model explained 60% of the variation in student achievement across schools. The results revealed that student achievement is shaped by school-level variables that are tied to the structural and functional characteristics of schools in Turkey. However, these school characteristics are rooted in the societal structures and cultural characteristics of the country. Hence, it is concluded that a reinterpretation of common school-level variables used to predict student achievement in the contexts of different countries is necessary.
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Dissertations / Theses on the topic "Leadership. Self-efficacy. Academic achievement"

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Nicholson, Michael Raymond. "Transformational Leadership and Collective Efficacy: A Model of School Achievement." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1048791183.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 225 p.; also includes graphics (some col.) Includes bibliographical references (p. 207-225). Available online via OhioLINK's ETD Center
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Brown, Shelia. "An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28399/.

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The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported were all moderate, which acknowledged that relationships did exist between all predictor variables tested. Based on the information provided for B weights, School's SES was found to be the best predictor of reading TAKS achievement, preceded by Principal's Highest Degree Earned and Gender. SPSS 16.0 was used to analyze all data. This study adds to the literature on principals' technology efficacy and principal's self efficacy.
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Roley, Sheila Eagan. "Creativity, cultural proficiency and self-efficacy in rural school principals : the relationship to reducing the achievement gap for low income students /." connect to dissertation online, 2008. http://pqdtopen.proquest.com/#abstract?dispub=3344749.

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Carr, Bruce Henry Ph D. "Examining the Relationship of Ethnicity, Gender and Social Cognitive Factors with the Academic Achievement of First-year Engineering Students." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343941032.

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Monachino, Kimberly S. "A Study of the Advancement Via Individual Determination (AVID) Program and Student Self-Efficacy and Academic Achievement: An Exploration with Middle and High School Students." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1352560328.

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Solomon, C. Bernard. "The relationships among middle level leadership, teacher commitment, teacher colllective efficacy, and student achievement." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4722.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 9, 2007) Vita. Includes bibliographical references.
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Cobb, Paulette. "Examining the Efficacy of Inclusive Practices and Its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828070.

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<p> There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education; however there is a dearth of research on high school inclusion practices. A survey examined the current inclusionary practices at a Central Coast High School. California State Standardized Assessment scores of 11<sup>th</sup> grade English Language Art and Math classes were also analyzed by groups. Overall, findings indicated that inclusionary practices were implemented to different degrees, but none were <i>fully in place </i> i.e., <i>practices building relationships</i> was rated the highest and instructional practices was rated lowest. In addition, findings indicated that students with disabilities exceeded the state SBAC scores in the area of English but not math. Longitudinal research is needed to further identify secondary practices that impact Math scores for students with disabilities along with continued examination of inclusive high school practices.</p><p>
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Ruffin, Christopher. "The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/119.

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This qualitative study examined the impact of TRIO-Upward Bound and Math Science programs for 12th-grade African-American male participants. The overall aim studied their self-efficacy in fulfilling graduation requirements and academic achievement in preparation for acceptance into a postsecondary institution. Data collection methods for this study were comprised of interviews, surveys, and student achievement data. Utilizing the qualitative director interviews, the researcher analyzed the data and presented the impact of independent variables on the effectiveness of the Upward Bound TRIO program for African-American 12th-grade males. A comparison of two Upward Bound TRIO programs at a select urban southern institution was conducted in the southern region of Georgia. The results were analyzed and queried as to whether the academic challenges confronting economically disadvantaged potential first generation college students, particularly African-American males, suggest an urgent call to action for an effective intervention strategy.
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Cole, Amy Rose. "Sports Participation and Academic Achievement: Does Self-Efficacy Play a Role?" Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318829.

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This study sought to examine the relations between sports participation, academic achievement, and self-efficacy in high school students. Self-efficacy has been linked to both sports participation and academic achievement, but no study has examined these three variables together. One hundred eleven students from two schools filled out surveys examining their levels of sports participation, academic and athletic self-efficacy, and demographic information. Participating schools provided student GPA information. Results supported the study's first, second, and third hypotheses. Athletes had higher GPAs and academic self-efficacy scores than non-athletes. Additionally, there was evidence for an indirect effect of sports participation on GPA through the mediating variable of academic self-efficacy. Results did not support the study's fourth hypothesis, as there was no significant relation between academic self-efficacy and athletic self-efficacy among athletes in the present study. Results are discussed in relation to the student population and school environment.
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Barbo, Elizabeth Jane. "Causal influences of mental overload and self-efficacy on academic performance." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1179.

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In the past, literature has proposed relationships between several different factors. Multiple roles influence performance and stress, good performance increases self-efficacy, high self-efficacy increases performance, and increased amounts of stress decrease performance. While performance can be measured in different ways, the literature has supported using academic achievement as a performance indicator.
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Books on the topic "Leadership. Self-efficacy. Academic achievement"

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Sebastian, Bonner, and Kovach Robert, eds. Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Association, 1996.

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Britner, Shari. Self-efficacy in school and community settings. Nova Science Publishers, 2011.

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Britner, Shari. Self-efficacy in school and community settings. Nova Science Publishers, 2011.

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Self-Efficacy in School and Community Settings. Nova Science Pub Inc, 2013.

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Schlapkohl, Wayne Henry. The effects of guided imagery exercises on perceived academic self-efficacy. 2001.

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Jeffreys, Marianne Rafaela. THE RELATIONSHIP OF SELF-EFFICACY AND SELECT ACADEMIC AND ENVIRONMENTAL VARIABLES ON ACADEMIC ACHIEVEMENT AND RETENTION. 1993.

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Rather, Noël. Effects of study skills training on academic self-efficacy and performance of provisional students. 1992.

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Self-regulated learning strategies: Their relation to academic performance and self-efficacy in Chemistry and English. National Library of Canada = Bibliothèque nationale du Canada, 1996.

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Horn, Yolanda Vanessa Van. The relationship of academic self-efficacy and ethnic socialization to mental health outcomes in adolescents. 1996.

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Bores-Rangel, Enrique. Bandura's self-efficacy model in relation to occupational consideration and academic performance in high school equivalency students. 1989.

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Book chapters on the topic "Leadership. Self-efficacy. Academic achievement"

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Mandal, Susmita. "ICT Exposure and Its Relationship with Academic Self-efficacy and Achievement of Adolescent Students: The Field-Level Study in India and Fiji." In Digitalisation and Development. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9996-1_16.

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Dials-Corujo, Shaneen. "Connecting Concepts of Self-Efficacy, Engaged Scholarship, and Civic Responsibility Among Student-Veterans." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3649-9.ch006.

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An estimated 23 million veterans lived in the United States in 2013, when the U.S. spent approximately $99 billion on veterans' benefits, $4.4 billion of which funded education and vocational rehabilitation. This denotes increased presence of combat student-veterans in colleges, which signifies a growing need to understand their educational experiences. Research connects high self-efficacy and academic achievement. This study aimed for a deeper understanding of the educational experiences of combat student-veterans who had achieved academic degrees following deployment in Operation Enduring Freedom (OEF)/Operation Iraqi Freedom (OIF). Qualitative methodology was used as a source of in-depth exploration to identify conditions enhancing combat student-veterans' motivation in the college classroom. Using Yin's multiple-case-study research design, information was gathered from nine individual combat student-veteran perspectives. Findings indicated that mastery experience, vicarious experience and social persuasion were major sources of self-efficacy among student-veterans.
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Gaskill, Pamela J., and Anita Woolfolk Hoy. "Self-Efficacy and Self-Regulated Learning." In Improving Academic Achievement. Elsevier, 2002. http://dx.doi.org/10.1016/b978-012064455-1/50012-9.

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Ryan, Mark Patrick. "Five Case Studies on Tackling Real-World Problems as a Means to Increase Student Engagement." In Fostering Meaningful Learning Experiences Through Student Engagement. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch007.

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Five case studies detail teachers and professors who use a real-world problem as the basis for planning and implementing a comprehensive unit of authentic learning experiences aligned with academic content standards, instructed with high levels of rigor, and assessed authentically to determine the extent to which students mastered the standards. The text details how the instructor works with students to identify a meaningful problem, aligns appropriate work products to standards and instructional activities, and adapts the plan to address varying student learning needs. A mixed methods approach used student achievement data, student and teacher interviews, and a student survey. Increases were seen in students' self-efficacy, as well as their abilities to collaborate, communicate both verbally and in writing, engage in higher order thinking, conduct research, apply knowledge to novel circumstances, justify opinions, and assume leadership roles.
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Schunk, Dale H., and Frank Pajares. "The Development of Academic Self-Efficacy." In Development of Achievement Motivation. Elsevier, 2002. http://dx.doi.org/10.1016/b978-012750053-9/50003-6.

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Teeuwen, Justin. "People First, Students Second." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch014.

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The L.E.A.D. program involves teacher candidates collaborating with schools in the delivery of leadership programming for at-risk youth. Compulsory to their learning throughout the program, teacher candidates learn about various topics regarding support for at-risk students' wellbeing. This chapter presents an intervention for supporting at-risk youths' overall wellness which could be integrated within a L.E.A.D. practice. Previous interventions targeting social-skills and self-regulatory behaviour for at-risk elementary students increased academic achievement. Given the interrelationship between emotion and cognition, a “metawellness” intervention that employs metacognition and metaemotion, directed to the six domains of wellness (i.e., physical, emotional, social, intellectual, occupational, spiritual) is proposed for educators to apply to at-risk learners. Hypothetical cases are examined to illustrate potential pathways for, and benefits of, implementing the intervention with at-risk learners. Limitations and recommendations for the present intervention are included.
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Verešová, Marcela, and Lucia Foglová. "Academic Self-Efficacy, Approach to Learning and Academic Achievement." In Health and Academic Achievement. InTech, 2018. http://dx.doi.org/10.5772/intechopen.70948.

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Hay, Ian, Rosemary Callingham, and Colin Carmichael. "Interest, Self-Efficacy, and Academic Achievement in a Statistics Lesson." In Interest in Mathematics and Science Learning. American Educational Research Association, 2015. http://dx.doi.org/10.3102/978-0-935302-42-4_10.

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"Racial Identity Attitudes, School Achievement, and Academic Self-Efficacy among African American High School Students." In Minority Status, Oppositional Culture, & Schooling. Routledge, 2008. http://dx.doi.org/10.4324/9780203931967-22.

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Dos Santos, Luis Miguel. "The Experiences and Self-Efficacy of Faculty Members Using Distance Learning for the First Time." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8279-4.ch005.

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The purpose of this study was to understand faculty members' experience, self-efficacy, and sense-making processes after teaching via online distance learning for the first time in the Spring, Summer, and Fall 2020 academic terms (i.e., during the COVID-19 pandemic). The research also sought to understand how participants described their teaching and learning methods and approaches after having completed the three academic terms and received students' feedback. This study aimed to use the findings to develop and refine the preparation and procedural guidance offered to first-time distance learning teachers to improve their methods, approaches, and experiences. Using a phenomenological analysis, the researcher collected data from 70 interviews and seven focus groups. The results recommended school leadership to reform their current distance learning-based programs, and to first-time users of distance learning in teaching faculties to help them reflect on their teaching and learning methods and approaches based on a self-efficacy perspective.
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Conference papers on the topic "Leadership. Self-efficacy. Academic achievement"

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Khatri, Puja, and Khushboo Raina. "Towards Learning for Employment: A Study of Effect of Different Variables on Employment Readiness of Students Enrolled in Professional Programmes Delhi-NCR, India." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2613.

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Abstract Indian Higher Education system has got 70 million students enrolled in different technical and professional courses, which is highest in world. Being the fastest growing economy, India has got global attention also. Despite such strong foundation, the nation lacks a skilled workforce. The expectations of the industry don’t match with what they receive as a workforce. There has been a continuous effort in instilling technical, communication, spiritual, leadership skills along with building a high quotient of ethics and professionalism in the students. The problem lies somewhere else, which needs quick attention. The present study attempts to analyze the effect of independent variables assessment of self competence, open to change, networking, professional growth, emotional growth, spiritual growth, realistic expectations, interpersonal skills, conceptual skills, technical skills, leadership skills, attitude towards planet, ethical disposition, flexibility to work and orientation towards money on the dependent variable Employment readiness through Regression analysis. The findings suggest that students need to assess their self competence, develop an achievement orientation attitude and work on technical skills in order to become Employment ready. There are very few studies addressing this issue in Indian context and researchers could find no published empirical work analyzing the effect of all these variables on Employment readiness. This would serve as a strong base for researchers in similar field. This study is beneficial for academicians, policy-makers and academic regulatory bodies. Keywords: Employment readiness, Indian higher education, Generation y employment readiness, Employability of gen y.
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Veresova, Marcela, and Lucia Foglova. "Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.91.

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Yosef and Novi Karisma. "Mothers’ Self-Efficacy and Its Effect on Adolescents’ Academic Achievement." In 1st International Conference on Character Education (ICCE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210204.009.

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Wijaya, Bhatara, Baidi Bukhori, Wening Wihartati, and Hartanto Hartanto. "The Effect of Academic Self Efficacy on Achievement Motivation-Mediated Resilience." In Proceedings of the First International Conference on Islamic History and Civilization, ICON-ISHIC 2020, 14 October, Semarang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-10-2020.2303839.

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Inan Kaya, Gamze. "Relations Between Goal Orientations, Academic And Teacher Self Efficacy In Predicting Achievement." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.148.

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Thamrin, Thamrin, Ma’aruf Akbar, and Burhanuddin Tola. "Self-efficacy, academic anxiety, and self-regulated learning on mathematics achievement at vocational high school." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282033.

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Sheaffer, Zachary. "HOW DO SELF-EFFICACY, NARCISSISM AND AUTONOMY MEDIATE THE LINK BETWEEN DESTRUCTIVE LEADERSHIP AND COUNTERPRODUCTIVE WORK BEHAVIOUR." In 43rd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.043.041.

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Rahma, Dina, I. Wayan Dirgeyasa, and Rahmad Husein. "The Effect of Teaching Approaches and Self-Efficacy on the Students’ Achievement in Reading Comprehension." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.133.

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Stan, Maria Magdalena. "Self-Management Skills and Student Achievement – A Pilot Study." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/34.

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The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirms the importance of non-cognitive abilities in the students’ / pupils’ academic success (Heckman et al., 2006; Heckman, 2008; Deming, 2015; Balica et al., 2016). The predictability degree of diverse non cognitive abilities over academic success is different as most studies do not supply relevant data about abilities such as self-efficacy, growth mindset or social awareness (Claro &amp; Loeb, 2019), while abilities like self-management defined as the ability to regulate one’s emotions, thoughts, and behaviors in different situations (Duckworth &amp; Carlson, 2013) represents a good predictor of academic achievement (Blair &amp; Raver, 2015; Riggs et al., 2016). We consider self-management as being that umbrella construct which refers to abilities such as self-control, self-regulation, self-discipline, will power and self-power (Duckworth &amp; Kern, 2011). Under the circumstances in which students with major risk abandonment participate in specific activities to develop personal, socio-emotional and learning management abilities, our study proposes to examine the variation of self-management abilities of students who participated in these activities and of students who did not participate in the activities and who are not prone to risk abandonment. Also, we wish to investigate if there is a relation between students’ self-management abilities and student achievement.
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Situmorang, Prima Lestari, Febrina Katarina Siregar, Desi Hikmah Sitompul, and Wira Firka Hutasoit. "The Relationship between Self-efficacy and Entrepreneurship Learning Achievement with Entrepreneurial Interest of the Eleventh-grade Students of Accounting Major of the Academic Year 2018/2019 at SMK." In Unimed International Conference on Economics Education and Social Science. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009497501520156.

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Reports on the topic "Leadership. Self-efficacy. Academic achievement"

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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2

Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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