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Dissertations / Theses on the topic 'Leadership. Self-efficacy. Academic achievement'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

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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4

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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Lewen, Lisa Joy. "Students' self-efficacy in academics : issues in measurement, reliability, and validity." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/28750.

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Clay-Spotser, Helen Faye. "Self-Efficacy, Locus of Control, and Parental Involvement on Students' Academic Achievement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/258.

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Minority students are lagging behind their non-minority peers in academic achievement. Compounding this problem is the lack of research on minority students' perceptions on their connections to school, their feelings of autonomy, and their relationship with their parents. These variables are important considerations in this problem, as Ryan and Deci's self-determination theory suggests a strong relationship between student performance in school and students' perceptions of their intrinsic and extrinsic motivators. To address that gap, this cross-sectional, quantitative research study examined the relationship between minority high school students' perceived self-efficacy, locus of control, and parents' educational involvement on their self-reported academic achievement at a suburban charter high school. Differences in these variables by grade level and gender were also assessed. A convenience sample of 158 male and female students in the 10th, 11th, and 12th grades completed the Self-in-School instrument, Levenson Multidimensional Locus of Control Inventory, Importance of Parent Involvement Scale, and a demographic survey that included self-reported academic achievement. Regression analyses and multivariate analysis of variance revealed that school self-efficacy and students' perception of parental involvement of minority students were statistically significant predictors of self-reported academic achievement. No statistically significant differences were found on the 3 scales by grade, but statistically significant differences were obtained between male and female minority students' perception of parental involvement on their academic achievement. These findings may contribute to social change by helping mental health professionals and educators understand the importance of psychosocial variables in charter students' academic performance.

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Runnells, Mary Mau. "Literacy self-efficacy and achievement of secondary students with disabilities." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618620.

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Adolescent literacy, or adolescents' ability to read, write, and communicate about the variety of texts they encounter in and out of school, has remained inordinately, and consistently, low for the past 20 years (NCES, 2010). Self-efficacy is a widely-used construct for measuring and predicting student achievement (Pajares, Johnson, & Usher, 2007; Phan, 2011; Schunk& Zimmerman, 2007). A differential level of literacy achievement is noted between certain student subgroups including students with and without disabilities (NCES, 2010).Students with disabilities are also included within other student subgroups that persistently underperform on literacy assessments (NCES, 2010) compounding school districts efforts to achieve Adequate Yearly Progress benchmarks set by the federal government (NCLB, 2001). Presently, a large portion of high school graduates do not meet entry-level literacy requirements for post-graduate employment nor are they prepared for the literacy demands of college (Mikulecky, Smith-Burke, Beatty, 2009; NGA, 2010). Participants in this study include a diverse group of adolescents in seventh, eighth, and ninth grade attending one middle school and one high school in an urban, public school in one mid-Atlantic state. Results of this study support the emergent research area of developmental processes and instructional methods; in particular, this research supports educators' explicit instruction of strategic learning, self-regulation, and application of metacognitive strategies. Implications for practitioners, instructional leaders, and future research are suggested.

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Yung, Mie-shiu, and 容美韶. "The effect of group identification on the relationship between students' relative academic performance in class and their academicself-efficacy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589732.

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Witt-Rose, Diane L. "Student self-efficacy in college science an investigation of gender, age, and academic achievement /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003wittrosed.pdf.

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Agostini, Brandon M. "Self-efficacy for the self-regulation of learning an examination of a college success strategies course /." Morgantown, W. Va. : [West Virginia University Libraries], 2010. http://hdl.handle.net/10450/11102.

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DeFelice, Carol Esselborn. "The relationship between self-efficacy and academic achievement in associate degree nursing programs /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901449.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1989.<br>Typescript; issued also on microfilm. Sponsor: Elizabeth H. Tucker. Dissertation Committee: Elizabeth M. Maloney. Bibliography: leaves 75-78.

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Spruill, Nicklaus R. "Predicting Academic Achievement of Male College Students." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26839.

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Post-secondary academic achievement in the United States has shifted dramatically over the past 30 years in terms of gender; men are underrepresented within the ivory tower (Postsecondary participation rates by sex and race/ethnicity: 1974 - 2003 , 2005). When the intersection of race and gender is examined, enrollment gaps widen even further. Sixty-five percent of Black college enrollment is comprised of female students while Black men make up only 35%. In comparison, Asian college women outnumber Asian college men 54% to 46%, White women outnumber White men 56% to 44%, and Hispanic/Latina women outnumber Hispanic/Latino men 59% to 41% (Chronicle of Higher Education Almanac, 2009). College enrollment patterns are inextricably linked to academic success (i.e., GPA, degree attainment). Currently, more opportunities are available for African Americans and Hispanics to attend college than ever before; however, GPA and the rate of attainment of a Bachelor of Arts degree are significantly lower for African American and Hispanic men when compared to other ethnic/gender combinations (Carter, 2001; Perna, 2000; Porter, 2006; Strayhorn, 2006). The purpose of this study was to determine what factors predict post-secondary education academic success of male students. Academic success was defined as college GPA and degree attainment. I employed a modified version of the Bandura, et al. (1996) theoretical model that identified four factors that influence self efficacy, hence academic success: SES, familial, peer, and self. In my study, I used SES as a control variable and also controlled for high school preparation, two factors that prior research has revealed influence college GPA and degree attainment (Clark, Lee, Goodman, & Yacco, 2008; Perna, 2000). The findings suggest that race and select parental and peer factors can have both negative and positive effects on the academic achievement and persistence of male students in college. One parental and one peer factor were significantly positively associated with success. The remaining factors were significantly, but negatively associated with academic success.<br>Ph. D.

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Mofokeng, Modumo Jonas. "The relation between self-regulated learning, self-efficacy, learning strategies and academic achievement / Modumo Jonas Mofokeng." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/7859.

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The purpose of this study was to determine by means of the review of the literature and an empirical investigation whether self-regulated learning, self-efficacy and learning strategies influence the academic achievement in Physical Science of Std. 10 Qwaqwa students. From the review of literature, it was established that there is a relationship between self-regulated learning, self-efficacy, learning strategies and academic achievement. Self-regulated learning theories of academic achievement lay emphasis on how students can select, organize, create advantageous learning environments for themselves and how they can plan and control the form and amount of their own instruction. Self-regulated learners are distinguished by their systematic use of metacognitive and motivational strategies, their responsiveness to feedback regarding the effectiveness of their learning and their self-efficacy for academic accomplishment from other learners. Self-efficacy perceptions affect students' choice of activities, the effort they expend when learning and perseverence they exercise in the face of adversive experiences. Students that hold a low sense of self-efficacy for completing their tasks may avoid them completely, whereas those who feel more efficacious participate more eagerly. The use of effective and efficients learning strategies facilitate acquisition, integration, organisation, storage of information and this makes learning possible. Properly selected learning strategies help in generating and maintaining motivation for continued learning. Learning strategies help students to make new information more meaningful and help them integrate new information woth prior knowledge. By means of an empirical investigation, it could be established that there is a relationship between self-regulated learning, self-efficacy for social support and academic achievement in Physical Science. The relationship between learning strategies and academic achievement in Physical Science could not be established as the relationship could not be investigated.<br>Skripsie (MEd (Psigo-Opvoedkunde))--PU vir CHO, 1996

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Tong, Kar-man Karen, and 湯嘉文. "The relation of perceived classroom social environment to early adolescents' academic self-efficacy, engagement, school participationand academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B45589562.

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Staumont, John. "Principals' Perception and Self-Efficacy| Addressing Achievement in a Post Annual Yearly Progress Environment." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10289443.

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<p> Purpose. The purpose of this single-case study was to explore principals’ perceptions of self-efficacy beliefs as effective instructional leaders during a period of educational transition in a semiurban, unified school district in Southern California. </p><p> Methodology. The researcher used exploratory case study, conducting semistructured, open-ended, interviews in private settings, eliciting principals’ self-efficacy perceptions. The researcher interviewed eight principals, elementary through high school, using a social constructivist interpretive framework. </p><p> Findings. The theoretical framework was Bandura’s theories of agency, efficacy, and alignment to The Wallace Foundation’s research of effective leadership practices. The following eight broad areas indicate how principals’ self-efficacy impacts student achievement and how environment influences principals’ self-efficacy: This is significant change, having a process will help, collaborate to get the best ideas, data informs and has many formats, everything is new, principals need support too, principals maintain a vision, and determining meaningful feedback. </p><p> Conclusions. This study led to recommendations supporting principal efficacy and aligning to The Wallace Foundation’s research on effective leadership practices, revealing the need for improving data-informed decision making, defining evidence-based classroom practices with monitoring and support, establishing external-internal teams to build leadership around effective practices, creating intradistrict principal networks fostering collaboration and growth, and developing multisource feedback instruments for evaluation and leadership development. </p><p> Recommendations. Principal efficacy remains important based on the conclusions. Future research should explore structured principal learning networks’ impact on efficacy, relationships between new accountability models and principals’ self-efficacy, longitudinal impact on professional standards for educational leaders on efficacy, and relationships between efficacy and multisource evaluative feedback assessments.</p><p>

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Golightly, Thomas R. "Defining the components of academic self-efficacy in Navajo American Indian high school students /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1592.pdf.

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Marcelino, Lisa. "Factors Predicting Academic Achievement Among Hispanic Community College Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4800.

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Hispanic college students are more at risk of poor academic performance and dropping out than any other racial group. The Hispanic college population continues to grow, yet rates of retention and achievement for this group continue to decline. Previous research on Hispanic college students has examined factors that contribute to underachievement and declining graduation rates, but they are limited to students attending 4-year institutions. This study examined if grade point averages (GPAs) were affected by levels of self-efficacy, resiliency, and sensation seeking. Bandura's self-efficacy and social cognitive theories along with Zuckerman and Kuhlman's theory of sensation-seeking were the theoretical frameworks that guided the present study. Hispanic students with high levels of self-efficacy were expected to have higher GPAs than students with low levels of self-efficacy. Students who were high sensation seekers were hypothesized to have lower GPAs than low sensation seekers. Lastly, it was hypothesized that sensation-seeking behaviors would be correlated with lower GPAs and lower levels of self-efficacy. The resiliency aspect 'coping with stress makes me stronger' was a significant predictor of GPA. Sensation-seeking activities such as roller coaster riding, sex before marriage, and skiing were shown to correlate with lower GPAs. College self-efficacy did not have a relationship to Hispanic community college students' GPAs. These findings may be important to educators, administrators, and others directly involved in promoting student success in college because students at risk for low academic performance and dropping out of college can be identified earlier and therefore early intervention strategies can be implemented.

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Smith, Timothy O'Neal. "Self-efficacy, locus of control and the education production function /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962558.

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Thomas, Marybeth. "THE EFFECTS OF LOOPING ON STUDENT ACHIEVEMENT AND SELF-EFFICACY OF EXCEPTIONAL EDUCATION STUDENTS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3709.

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The focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the researcher began with a potential cause, looping, and studied the potential effects on achievement and self efficacy. The hypotheses were that the experimental group would outperform the control group on student achievement measures in reading and math as a result of participation in the looping classroom. In addition, it was hypothesized that the experimental group would outperform the control group on measures of self-efficacy and that there would be a correlation between reading and math developmental scale scores and self-efficacy scores. Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students' emotional growth.<br>Ed.D.<br>Department of Educational Studies<br>Education<br>Curriculum and Instruction

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Brouwer, Janelle Leann. "Relationship between self-efficacy perceptions of the principal and collective teacher efficacy perceptions in four midwestern states." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6064.

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U.S. public education is regulated by accountability policies designed to ensure that all students, and those who are responsible for their education, are held to high academic standards. Accountability policies at the federal and state level have unintended consequences for educators, with principals and teachers experiencing increased job stress, decreased job satisfaction, and increased numbers of teachers and principals leaving the profession. The construct of efficacy may be a critical component in meeting the established accountability demands. Perception of self-efficacy is one’s personal belief in one’s ability to achieve a desired outcome. Similarly, perception of collective efficacy is a system-level construct, the collective belief of a group of individuals that, together, they can achieve a desired outcome. In general, efficacy beliefs are shaped by four primary sources: mastery experiences, verbal or social persuasion, vicarious experiences, and physiological or affective states. Beliefs of efficacy are also contextual in nature, varying across situations or settings. Within the field of education, beliefs of teacher and principal self-efficacy and of collective teacher efficacy have been shown to positively impact teacher and principal behaviors as well as student achievement. Given the context of state accountability policies in the area of literacy and the known relationship between efficacy beliefs and student achievement, this study examined the following two research questions: (RQ1) How do principals feel about their abilities to lead their schools? and (RQ2) What is the relationship between principals’ perceptions of their abilities to lead their schools and collective teacher efficacy perceptions? The target population for the study included public elementary school principals and teachers from Illinois, Iowa, Missouri, and Wisconsin. Consenting participants completed a two-part survey, including demographic information and the Principal Sense of Efficacy Scale (Tschannen-Moran & Gareis, 2004) for participating principals or Collective Teacher Beliefs Scale (Tschannen-Moran & Barr, 2004) for participating teachers. Variables for analysis included: gender of the principal, the principal’s years at the school, school size, school type (rural, suburban, urban), socioeconomic status (SES) based on free or reduced lunch (FRL), special education (IEP), English Language Learners (ELL), race/ethnicity, student achievement based on percent of students scoring proficient on the state English Language Arts/Reading assessment, principal self-efficacy perceptions, and collective teacher efficacy perceptions. The researcher employed descriptive statistics, t-tests, one-way ANOVAs, correlational analysis, and hierarchical multiple regression analyses to answer the research questions. Results indicated principal self-efficacy perceptions were significantly different based on school type (rural, suburban, urban) and free or reduced lunch (FRL) but not by other demographic variables of the principal or the school. In addition, principal self-efficacy perceptions were positively correlated with collective teacher efficacy perceptions (r= .435, p< .05). Furthermore, perceptions of principal self-efficacy were not a significant predictor of collective teacher efficacy perceptions. Years of experience in the building of the principal was the only significant predictor of perceptions of collective teacher efficacy.

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Horstman, Jason Joseph Horstman. "COMPARING CAREER DECISION SELF-EFFICACY AMONG HIGH SCHOOL STUDENTS." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500763334896801.

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Cantrell, Ashley M. "Understanding Posttraumatic Stress and Academic Achievement: Exploring Attentional Control, Self-Efficacy, and Coping Among College Students." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1618.

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The present study examined differences in attentional control, attentional control self-efficacy, and coping as self-regulatory mechanisms among students with varying grade point averages (GPA) who experience posttraumatic stress symptoms (PTSS). Subjects included 58 college students from one large comprehensive university in the Mid-South who met the criteria for diagnosis of PTSS based on the Impact of Event Scale-Revised (IES-R). Three groups were created based on college GPA and graduation requirements at the university (at-risk for graduation, on-track for graduation, and ontrack for graduating with honors). Participants completed a survey that included demographics and measures of PTSS, attentional control, attentional control self-efficacy, and coping. A one-way between groups ANOVA revealed statistically significant differences in attentional control self-efficacy and avoidant coping between the Honors and At-Risk groups. The current study provides additional information and support that success for students with PTSS may be explained by their confidence in their abilities to control their attention and using less avoidant coping strategies. However, as a group, students with PTSS need strategies for increasing their attentional control, self-efficacy beliefs, and adaptive coping.

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Shaw, Cindy Chesley. "The effects of a standards-based mathematics curriculum on the self-efficacy and academic achievement of previously unsuccessful students." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/15/.

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Harris, Grace Harris. "The Effect of Parental Involvement on Student-Athlete Academic Performance, Academic Self- Efficacy, Functional Independence, and Achievement of Adulthood Criteria." Thesis, University of Montana, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826234.

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<p> Parental involvement in student- athletes’ lives is ubiquitous and important. Despite efforts of many to determine the best means for student-athletes to succeed academically, little is known about the relationship between levels of parent involvement and an athlete’s ability to succeed academically. Having an involved, but not over-involved, parenting relationship is key to having their children develop the necessary academic skills to be ready for the realm of collegiate athletics. </p><p> The purpose of this non-experimental quantitative analyses of NCAA Division I student-athletes in the Big Sky Conference was to examine the relationship (if any) among parental involvement, academic performance, academic self-efficacy, functional independence, and the achievement of adulthood criteria. Participants included four hundred and sixty-one student-athletes from a population of 3,000 representing ten different institutions. </p><p> An independent t-test was conducted to explore the difference between student-athletes’ GPAs with a high and low amount of parental involvement. Findings revealed no statistically significant differences between a high and low level of involvement and student-athletes’ GPAs. Three non-parametric Spearman Rho tests were employed to determine the relationship between parent involvement and academic self-efficacy, functional independence and the achievement of adulthood criteria. Findings revealed a positive, and strong or medium correlation among all three tests. Further analyses through three one-way ANOVAs indicated that student-athletes with the highest level of parent involvement had the lowest GPA’s and student-athletes with a medium amount of involvement had the highest GPA’s. Additionally, student-athletes with the highest academic self-efficacy had the highest cumulative GPA’s. </p><p> Future studies should include a random sample that contains a more diverse representation of student-athletes with below a cumulative 3.0 GPA. Future studies should also use a mixed methods approach with parents that include further analyses of involvement.</p><p>

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Hardee, Bailey Alice Anne. "Effects of Stereotype Threat on Females in Math and Science Fields: An Investigation of Possible Mediators and Moderators of the Threat-Performance Relationship." Diss., Available online, Georgia Institute of Technology, 2004:, 2004. http://etd.gatech.edu/theses/available/etd-11162004-111432/unrestricted/hardee-bailey%5Falice%5Fa%5F200412%5Fphd.pdf.

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Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2005.<br>Amy Bruckman, Committee Member ; Jack Feldman, Committee Chair ; Dianne Leader, Committee Member ; Larry James, Committee Member ; Ruth Kanfer, Committee Member. Includes bibliographical references.

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Fox, Antonia M. "Teacher self-efficacy, content and pedagogical knowledge, and their relationship to student achievement in Algebra I." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618732.

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The purpose of this quantitative study was to explore the relationship between teacher self-efficacy beliefs and the level of student achievement their students obtain as evidenced by the Algebra I Virginia Standards of Learning (SOL) assessment. This study also explored teachers' mathematics content knowledge, mathematics pedagogical knowledge, and the relationship of each of these to their self-efficacy beliefs as teachers, and to student achievement. Finally, the study explored whether there were significant differences between teachers who teach Algebra I at the middle school level versus those who teach Algebra I at the high school level in each of the four variables under study.;A strong correlation was found between teacher self-efficacy and mathematics pedagogical knowledge. The more mathematics pedagogical knowledge a teacher possesses, the higher his or her self-efficacy is likely to be. Teachers with high self-efficacy tend to exhibit behaviors in the classroom that lead to greater student outcomes. While this study did not find a significant statistical relationship between teacher self-efficacy, student achievement or mathematics content knowledge, these may be relationships worthy of future study.;This study suggests that school leaders can impact student outcomes by providing high quality, on-going professional development for teachers in the area of mathematics pedagogy. Teaching teachers how to teach math will increase teacher's self-efficacy which may lead to higher goals and greater effort, persistence, and resilience. These, in turn may ultimately impact the overall achievement of the students.

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Amsih, Nancy, and Elin Österberg. "Self-efficacys inverkan på viljan att ha ledaransvar : Civilingenjörsstudenters framtida ambitioner." Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-6282.

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<p>Tidigare forskning menar att kvinnor har lägre tilltro till sin förmåga att ta sig an organisatoriska roller än män (A. Dickerson & M. A. Taylor, 2000; K. S. Lyness & C. A. Schrader, 2006). Sveriges statistiska centralbyrå redovisade 2009 att färre kvinnor än män var representerade i ledartjänst. Studien har undersökt studenters nivå av akademisk self-efficacy och deras vilja att ha ledaransvar framledes. Resultat grundas på enkätdata från 78 studenter. Män hade högre nivå av akademisk self-efficacy än kvinnor. Det fanns däremot inga könsskillnader gällande viljan att ha ledaransvar. Studien visar ett positivt signifikant samband mellan nämnda variabler. Även erfarenheter av att utöva ledarskap och pappans ledarposition tycks ha betydelse för deltagarnas vilja att ha ledaransvar i det framtida yrket.</p>

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Cottrill, Nickole Marie. "Mediating Effect of Academic Self-Efficacy Between Teachers' Attitudes and Achievement of Low-Income High School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5691.

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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.

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Senay, Ayse. "The Contribution Of Chemistry Self-efficacy And Goal Orientations To Eleventh Grade Students&#039." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612573/index.pdf.

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The purpose of this study was to investigate the contribution of 11th grade Turkish students&rsquo<br>chemistry self-efficacy for cognitive skills (CSCS), and self-efficacy for chemistry laboratory (SCL), mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals to their chemistry achievement. The sample of the study included 604 students (343 females and 261 males) from seven different general public high schools in &Ccedil<br>ankaya, a district of Ankara. High School Chemistry Self-efficacy Scale which was developed by &Ccedil<br>apa Aydin and Uzuntiryaki (2009), Achievement Goal Questionnaire which was developed by Elliot and McGregor (2001), and Chemistry Achievement Test (CAT) which was developed by the researcher were used to collect the data in the study. The simultaneous multiple regression analysis was used to analyze the data of the study. Results revealed that the students&rsquo<br>CSCS, mastery-approach goal, performance-approach goal were a positive significant predictors and performance-avoidance goal was a negative significant predictor of their scores on the CAT. Students&rsquo<br>CSCS had the largest unique contribution to explaining the students&rsquo<br>chemistry achievement. These four independent variables explained a significant 9.1 % of variance in the students&rsquo<br>chemistry achievement.

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Dladla, Malan Petrus. "The relation between self-efficacy, self-evaluation and academic achievement in economics of standard 8 students in QwaQwa / Malan Petrus Dladla." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/7853.

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The aims of this study were: * to determine the relationship between self-efficacy, self-evaluation and academic achievement in Economics of Std. 8 students by means of a review of the literature; * to empirically determine the relationship between self-efficacy and academic achievement; and * to empirically determine the relationship between self-evaluation and academic achievement. From the review of the literature it was concluded that there is a relationship between self-efficacy, self-evaluation and academic achievement. Students who hold a high sense of self-efficacy for learning participate more eagerly in their learning tasks, persist longer and achieve higher levels of performance than those who doubt their capabilities. Self-efficacious students intensify their efforts when performance in their learning tasks falls short of their goals and experience little in the way of stress reactions in taxing situations, while inefficacious students lower their aspirations, suffer much anxiety and dwell on their personal inadequacies. Self-evaluation creates beliefs about students' capabilities. As students work on their learning tasks, they evaluate their progress and form certain beliefs about their capabilities. Positive self-evaluation of one's progress towards a learning goal or successes heighten self-efficacy and motivation, whereas negative self-evaluation create negative beliefs about one's own capabilities. With the empirical study though: * no relationship between respectively self-efficacy and academic achievement in Economics of Std. 8 students; and * between self-evaluation and academic achievement in Economics of Std. 8 students could be established.<br>Skripsie (MEd (Psigo-opvoedkunde))--PU vir CHO, 1997

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Walker, Steven. "Multi-ethnic Students' Adaptation to College as a Function of Motivation, Self-efficacy, Self-esteem, and Ethnic Identity." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1010.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Psychology

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Koch, Bailey J. "Teacher Efficacy and Achievement of Students With Disabilities: A Mixed-Methods Study." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7686.

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Students with special needs in secondary schools are not meeting standards as indicated by adequate yearly progress. Guided by Bandura’s social cognitive theory, the purpose of this mixed-methods study was to examine the relationship between general education teacher self-efficacy and academic achievement among students with disabilities. Quantitative data were collected from 23 general education teachers using the Teacher Efficacy for Inclusive Practice Scale and Collection of Classroom Assessment Data Form, in which general education teachers reported student academic achievement data in the form of end-of-chapter and end-of–unit summative quiz and test scores. A multiple linear regression analysis was used to investigate the dependent variable, academic achievement of secondary students, and 2 independent variables: general education teacher self-efficacy and disability status of students. Quantitative results indicated no relationship between teacher self-efficacy and student academic achievement. To further examine areas of reported lower teacher self-efficacy from the quantitative portion of the study, qualitative general education teacher interview data were collected from 20 participants from the same population. Responses were summarized, analyzed, and managed into themes and subtle trends. Qualitative results indicated negative feelings regarding teacher education programs and positive feelings regarding a desire for continuing professional development opportunities in the area of special education. The outcomes of this study may lead to positive changes in teacher education programs and professional development opportunities and may create a path for improved general education teacher preparation on providing instruction for students with disabilities.

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Vick, Rebecca M. "How low-income, ethnic minority adolescents make possible selves real : the role of academic self-regulation strategies /." Connect to online version, 2005. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2005/127.pdf.

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McCrea, Laura B. Grove. "An investigation of the relationship between graduate teaching assistants' teaching self-efficacy and attributions for students' learning." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1144943095.

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Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2006.<br>"May, 2006." Title from electronic dissertation title page (viewed 10/11/2006) Advisor, James L. Werth, Jr.; Committee members, Susan I. Hardin, Loreto R. Prieto, Kevin P. Kaut, Catharine C. Knight; Department Chair, Paul E. Levy; Dean of the College, Ronald F. Levant; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Pamukcu, Burcu. "The Investigation Of Counseling Self-efficacy Levels Of Counselor Trainees." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613180/index.pdf.

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The purpose of this study was to investigate predictive value of life satisfaction, academic achievement, number of clients, number of counseling sessions, and satisfaction level of supervision both in terms of quality and quantity in determining counselor trainees&rsquo<br>counseling self-efficacy levels. The sample of this study was the 470 voluntary senior counselor trainees (335 females, 135 males) enrolled in Department of Guidance and Counseling at eleven universities in Turkey. Participants were administered a demographic data form, the Satisfaction with Life Scale, the Counselor Self-Estimate Inventory and the Counselor Activity Self-Efficacy Scales. In the context of this study, the Counselor Activity Self-Efficacy Scales were translated to Turkish, validity and reliability studies were conducted. Additionally, reliability studies of the other scales used for the sample of the present study were conducted. Data analysis was carried out by Stepwise Multiple Regression Analysis. Results of the study indicated that life satisfaction, number of counseling sessions and satisfaction with quality of supervision explained 13% of the total variance of counseling self-efficacy scores of the counselor trainees. Life satisfaction was found as the most important predictor of counseling self-efficacy, explaining 8.2 % of the total variance. On the other hand, academic achievement, number of clients and satisfaction with quantity of supervision were not found to be significant predictors of counseling self-efficacy.

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Pearson, Bernadine. "Multicultural navigators and college-bound high school students' academic achievement, self-efficacy for learning, and perceived task-value." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4590.

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Thesis (Ph.D.)--George Mason University, 2009.<br>Vita: p. 117. Thesis director: Gary Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Oct. 11, 2009). Includes bibliographical references (p. 110-116). Also issued in print.

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Jenkins, Dawn D. "The Self-Efficacy of First-Generation College Students." View abstract, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3292888.

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Bounds, Patrice Sheri Robinson. "Examining the relationship between career decision self-efficacy, ethnic identity, and academic self-concept and achievement of African American high school students." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4948.

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The exploration of African American adolescents' career development has gained increasing attention in light of literature describing various barriers impacting their educational and career development and goals. Social Cognitive Career Theory (SCCT) was used as a theoretical framework to help shed light on the contextual factors that influence their career development. This study examined the relationship between career decision self-efficacy, ethnic identity, academic self-concept, and achievement of African American high school students. The sample consisted of African American high school students enrolled in Upward Bound programs. Through quantitative methods, this study adds to the career development literature by including ethnic identity, academic self-concept, and achievement as combined factors that may impact the career development of African American adolescents. Specifically, the results of this study assists teachers, administrators, parents, and school counselors with understanding career decision self-efficacy as it relates to ethnic identity, academic self-concept, achievement, and demographic variables. This study also provides implications for career counseling interventions in schools designed to assist with career development.

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Andrews, Tiffany. "THE USE OF GOAL SETTING AND PROGRESS SELF-MONITORING WITH FORMATIVE ASSESSMENT IN COMMUNITY COLLEGE TO INCREASE ACADEMIC ACHIEVEMENT AND SELF-EFFICACY." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/108418.

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Educational Psychology<br>Ph.D.<br>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.<br>Temple University--Theses

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Johnson, Clarence William Sr. "THE LINK BETWEEN TEACHER PRACTICES AND HIGH SCHOOL STUDENTS’ MATHEMATICS SELF-EFFICACY: A MULTILEVEL ANALYSIS." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1229719270.

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Thesis (Ph.D.)--Cleveland State University, 2008.<br>Abstract. Title from PDF t.p. (viewed on Mar. 19, 2009). Includes bibliographical references (p. 88-91) and appendices. Available online via the OhioLINK ETD Center. Also available in print.

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Kennedy, Gary John. "The Influence of Academic Values and Belongingness Concerns on Achievement Goals, Self-Efficacy, and Perceived Stress in First Quarter Freshmen: Relationships to Academic Performance and the Mediating Role of Procrastination." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1244143410.

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Wilson, Tona. "Relationships Between Specific Health-Related Fitness Components and Standardized Academic Achievement Tests." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/247.

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In an attempt to meet monetary-driven mandates to improve student achievement test scores, administrators are replacing physical education activities with subject matter classes in many American schools. This practice negates the positive contributions of physical activity to academic performance and student fitness. Guided by self-efficacy theory, this study assessed the impact of optimal versus minimal physical fitness state on student academic achievement. The study sample included 5,416 9th grade students from the same school district who completed a minimum of 5 of the 6 components of the FITNESSGRAM tests, and who also completed the math and English language arts (ELA) portions of the California Standards Test. The independent variables were optimal and minimal physical fitness based upon completing 6 or 5 FITNESSGRAM components, respectively. Analyses included independent samples t tests, ANOVA, and Dunnet's C test to detect differences in mean academic scores with gender and ethnicity as covariates. Optimally fit students had significantly higher (p < 0.05) scores in math and ELA tests relative to minimally fit students. Female academic test scores tended to be higher than male scores in both academic tests. School officials, when contemplating curricular programs devoid of a physical education component, might judiciously reassess the positive effects of physical fitness upon academic achievement and the associated biopsychosocial benefits for their students. Physically fit and academically enriched students may provide a foundation for positive social change directed at engendering a healthier, motivated, and productive citizenry.

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Creason, Linda Marie Garavalia Linda S. "Relationships among community college developmental reading students' self-regulated learning, Internet self-efficacy, reading ability and achievement in blended/hybrid and traditional classes a program review /." Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education and Dept. of Psychology. University of Missouri--Kansas City, 2005.<br>"A dissertation in education and psychology." Advisor: Linda S. Garavalia. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 124-134). Online version of the print edition.

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Paprocki, Angela Marie. "The Influence Self-Efficacy and Involvement have on Student Success." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1439408391.

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