Academic Self-efficacy

highest mean (3.36) is I can study a chapter for a test

lowest mean (2.21) is I can ask teachers to help me when Im

stuck on schoolwork

Social Self-Efficacy

I can become friends with others is the indicator that has the
highest mean (3.30)

I can tell others they are doing something that I dont like is
the indicator that has the lowest mean (2.55)

Emotional Self-Efficacy

highest mean of 3.24 is I can succeed in becoming calm again

when I am very scared

lowest mean of 2.68 is I can prevent becoming nervous

Academic Self-efficacy

Journal reference;

OECD (2014), PISA 2012 Results: What Students Know and Can Do Student
Performance in Mathematics, Reading and Science (Volume I, Revised edition,
February 2014), PISA, OECD Publishing.

According to Programme for International Student Assessment (2014), subject

efficacy is often regarded as confidence behind learning. Students engagement
confidence with learning a chapter for a test is explained by their own interest,
enjoyment and presence of external incentives.

A genuine interest in school subjects is important. Students with an interest in a

subject or a particular topic are likely to be more confident to manage their own
learning and develop the requisite skills to become effective learners of that
subject. Hence, interest is relevant when considering the development of effective
learning strategies (Learning for Tomorrows World First Results from PISA, 2014).

According to Schunk and Mullen (2013), students engagement with school, the
belief that they can achieve at high levels, and their ability and willingness to do
what it takes to reach their goals not only play a central role shaping students
ability to master academic subjects, they are also valuable attributes that will
enable students to lead full lives, meeting challenges and making the most of
available opportunities along the way.

According to Klassen and Usher (2010), if students do not believe in their ability to
accomplish particular tasks, they will not exert the effort needed to complete the
tasks successfully, and a lack of self-efficacy becomes a self-fulfilling prophecy.
While other factors apart from self-efficacy can guide and motivate students, when
students do not believe in their ability to succeed in a given task, they need to have
much higher levels of self-control and motivation in order to succeed. Unfortunately,
students who have low self-efficacy are less likely to regulate their achievement
behaviors or be motivated to engage in learning.

According to Levin (2012), in order to effectively meet the economic, political and
social demands for competencies, much more is required of students and adults
than just cognitive proficiency. It includes overall subject specific student
achievement, equity in the distribution of education opportunities, and students
engagement with school, their drive and self-beliefs.
Journal reference;

Haddoune A. S. (n.d.), Reflection on students self-efficacy expectancies: Paving the

path to better achievement outcomes in Higher education. Department of English,
University Badji Mokhtar

Sparks S. D. (2014). Students' Help-Seeking Strategies Offer Clues for Educators:

Researchers Find Clues in Ways Students Get Help With Classwork. Vol. 34, Issue 01,
Pages 1, 16- August 2014. Editorial Projects in Education

According to Reflection on students self-efficacy expectancies (n.d.) their

research findings have demonstrated that self-efficacy, is characterized by students
responsiveness to variation in personal experience and attainment and its
sensitivity to teaching techniques and instructional strategies.

According to Sparks (2014), upon students perception that they cant ask for their
teachers help when they were stuck on schoolwork, low academic confidence
comes in. These are the students so called Avoidant Help-Seeking, this refers to
students having a hard time to understand how to move forward, thus, is reluctant
to seek help, either because she does not know who to ask, what to ask for, how to
ask, or because she fears being thought of as stupid for asking help. It can be a
sign that a student has a fixed-mindset about the subject or that she feels shy in the
environment.

In one study, Middle-Class Children Learn to Be Squeaky Wheels (2012),

educational psychologist Ryan (2014) of the University of Michigan found that as
children got older, they became less likely to ask for help in understanding
concepts. As students move from elementary up to the next level of higher learning,
the costs of looking foolish in front of their teacher and classmates starts to weigh
heavily in their decisions about how and when to get help.

Another educational psychologist Karabenick (2014) of the University of Michigan

said that students academic self-efficacy are affected by their notion stating: I
don't know what I don't know; I don't know how to ask; I'm afraid to ask; or I just
don't need help.

Haddounes research (n.d.) further explained that it doesnt contribute to students

academic self-efficacy when they are being hesitant upon asking for their teachers
help, it hinders interaction and opportunities for learning. It speaks of academic self-
efficacy, unlike other psychological constructs that have a trait-like stability, as a
malleable construct. Academic confidence could be enhanced through providing
students with assistance and guidance reflected primarily by the teachers role in
students development.
Social Self-Efficacy