RELATIONSHIP BETWEEN SELF EFFICACY AND

ACADEMIC ACHIEVEMENT OF STUDENTS AT

SECONDARY LEVEL IN ISLAMABAD

LAILA NAZ
MS170400334

DEPARTMENT OF EDUCATION
FACULTY OF ARTS, SOCIAL SCIENCES &
EDUCATION
VIRTUAL UNIVERSITY LAHORE PAKISTAN

2022
RELATIONSHIP BETWEEN SELF EFFICACY AND
ACADEMIC ACHIEVEMENT OF STUDENTS AT
SECONDARY LEVEL IN ISLAMABAD

LAILA NAZ
MS170400334

A THESIS SUBMITTED IN PARTIAL FULFILLMENT

OF REQUIREMENTS FOR THE DEGREE OF
MASTERS OF PHILOSOPHY
IN
EDUCATIONAL LEADERSHIP AND
MANAGEMENT

VIRTUAL UNIVERSITY LAHORE PAKISTAN

2022
 Originality Statement
It is certified that this M.Phil. Thesis titled “Relationship between self-efficacy and
academic achievement of students at secondary level in Islamabad “is an original
research. Its content was not already submitted as a whole or in parts for the
requirement of any other degree and is not currently being submitted for any other
degree or qualification. To the best of my knowledge, the thesis does not contain any
material published or written previously by another author, except where due
references were made to the source in the text of the thesis.
It is further certified that help received in developing the thesis, and all resources used
for the purpose, have been duly acknowledged at the appropriate places.

Date: Feb 7, 2022

Laila Naz
MS170400334
Department of Education
Virtual University of Pakistan.
 Originality Statement

It is to certify that the research work described in the M.Phil. Thesis is an original
work of the student. It has been carried out under my direct supervision. I have
personally gone through all its data, content and results reported in the manuscript and
certify its correctness and authenticity.
I further certify that the material included in the thesis has not been used
partially or fully, in any manuscript already submitted or in process of submission in
partial or complete fulfillment of the award of any other degree from any other
institution. I also certify that thesis has been developed under my supervision
according to the prescribed format. I therefore, endorse its worth for the award of
M.Phil. Degree in accordance with the prescribed procedure of the university.

Supervisor: Prof. Dr. Muhammad Javed Iqbal

Chairman,
Department of Education
Mohi-ud-din Islamic University Narian Sharif (AJ&K)
 Approval Sheet

This thesis titled “ RELATIONSHIP BETWEEN SELF EFFICACY AND ACADEMIC

ACHIEVEMENT OF STUDENTS AT SECONDARY LEVEL IN ISLAMABAD” is accepted

in the partial fulfillment for the degree of Master of Philosophy in Education by the

supervisor and Faculty of Education, Virtual University of Pakistan.

Supervisor: ---------------------------
Prof. Dr. Muhammad Javed Iqbal
Mohi-ud-din Islamic University
Narian sharif (Aj&k)

i
 DEDICATION

The researcher dedicates this research to her father Muzaffar Khan, Brother Safdar
Ali and the thesis supervisor Prof. Dr. Muhammad Javed Iqbal who has brought the
grace to this work and on the other hand, the researcher dedicates this research report
to her sister, brother and friend who supported and facilitated her on every occasion.

i
 ACKNOWLEDGEMENT

All glory is to Almighty Allah who is the omnipotent and omnipresent and all the
blessing and grace on the Prophet Muhammad (Sallallaho Alayhe Wasallam). The
researcher is grateful to Almighty Allah who endowed her the stamina and courage
for completing this endeavor work. The researcher is very much indebted to her
research supervisor Prof. Dr. Muhammad Javed Iqbal for his patience, sincere efforts
and continuous feedback in correcting and re-correcting this research report. The
researcher is thankful to her honorable Supervisor Dr. Muhammad Javed Iqbal who
helped the researcher in understanding different issues relating to the present topic.
The researcher is very much inspired of her Supervisor who helped her to proofread
the thesis and provided fruitful suggestions and guidance. The researcher is thankful
to Muhammad Younus Bajwa (Principal FG fazaia E.9 Ibd), Muhammad Nauman
Sadiq (IT expert) ,Khaula Ayesha Batool (Formatting expert) and Syed Ali Abbass
(IT expert) who assisted and made cooperation with the researcher in understanding
different quantitative and qualitative data designs and their applications. Therefore,
the researcher pays credit to all those who helped and made cooperation with
researcher.

ii
TABLE OF CONTENTS

SR.NO CONTENT PAGE

NO
Dedication i
Acknowledgement ii
Table of Content iii
List of Tables vii
List of Figures viii
Abbreviations ix
Abstract x
CHAPTERS

1 INTRODUCTION 1
1.1 Statement of Problem 6
1.2 Objectives of the Study 7
1.3 Research Questions 7
1.4 Hypotheses 7
1.5 Rationale of the Study 7
1.6 Significance of the Study 8
2 LITERATURE REVIEW 9
2.1 Self-Efficacy 12
2.2 Academic Achievement 12
2.3 Self-Efficacy Theory 17
2.3.1 Component constructs of Self efficacy 18
2.3.2 Behavioral Capability 18
2.3.3 Observational Learning 19
2.3.4 Reinforcements 20
2.4 Dimensions of Self efficacy 21
2.4.1 Magnitude 21
2.4.2 Strength 21
2.4.3 Generality 22
2.5 Characteristics of self-efficacy 22

iii
 2.5.1 High Self Efficacy (internal locus of
22
control)
2.5.2 Low Self Efficacy (external locus of
24
control)
2.6 Sources of self-efficacy 26
2.6.1 Vicarious Experiences 26
2.6.2 Social Persuasion 27
2.6.3 Past Experiences/Performance 27
2.6.4 Physiological states/Emotional states 28
2.6.5 Genetics 28
2.7 Building Self-Efficacy 28
2.7.1 Celebrate Your Success 28
2.7.2 Observe Others 29
2.7.3 Seek Positive Affirmations 29
2.7.4 Pay Attention to Your Thoughts and
30
Emotions
2.8 Factors that influence self-efficacy 30
2.8.1 Understanding and Learning 30
2.8.2 Activity Drive 31
2.8.3 Teaming/Performance 32
2.8.4 Computing and Challenging Abilities 32
2.8.5 Encouragement and Help 33
2.8.6 Working Assignment and Tasks 34
2.8.7 Problem Solving Abilities 35
2.8.8 Enjoyment and Satisfaction 37
2.8.9 Achieving good Grades 38
2.8.10 Emotions and Inspiration 39
2.8.11 Confidence 40
2.8.12 Efforts Application 41
2.8.13 Language 42
2.8.14 Coping Abilities 42
2.8.15 Grit and Mindset 42
2.8.16 Scaffolding 43

iv
 2.8.17 Teachers Self-efficacy 43
2.9 Self-efficacy Related Abilities 44
2.9.1 Motivation 44
2.9.2 Self-esteem 46
2.9.3 Self-regulation 46
2.9.4 Self-concept 47
2.9.5 Dreams Approaches 47
2.9.6 Behavioral Engagement 48
2.9.7 Effort Persistence 48
2.9.8 Cognitive Engagement 50
2.9.9 Interest 50
2.10 Efficacy-Activated Processes 51
2.10.1 Cognitive Processes 51
2.10.2 Motivational Processes 51
2.10.3 Affective Processes 52
2.10.4 Selection Processes 53
2.11 Related Researches on Self Efficacy and academic
53
achievement
2.12 Limitation of Study 58
2.13 Summary 58
2.14 Conclusion 59
2.15 Theoretical Framework 60
3 METHODOLOGY 61
3.1 Design of the Study 61
3.2 Population of Study 63
3.3 Sample 65
3.4 Sampling Technique 65
3.5 Academic Achievement Record 70
3.6 Research Tool and Its Development 71
3.7 Evaluation of Instrument 73
3.7.1 Validity 73
3.7.1.1 Content Validity 73
3.7.1.2 Construct Validity 73

v
 3.7.1.3 Criterion Validity 74
3.7.1.4 Face Validity 74
3.7.2 Validation of Tool 75
3.8 Reliability 75
3.8.1 Cronbach’s Alpha 76
3.9 Result of Reliability Test 79
3.10 Data Collection 80
3.11 Data Analysis 80
3.11.1 Standard Deviation 80
3.11.2 Correlation 81
3.12 Conceptual Framework 83
4 DATA ANALYSIS 84
4.1 Introduction 84
4.2 General Self efficacy Scoring 95
4.3 Correlation 97
4.4 Hypothesis 97
5 SUMMARY, FINDINGS, CONCLUSIONS,
99
DISCUSSION & RECOMMENDATIONS.
5.1 Findings 99
5.2 Conclusion 102
5.3 Discussion 105
5.4 Recommendations 107
References 106
Annexures 123

vi
LIST OF TABLES
TABLE NO TITLE OF TABLE PAGE NO
3.2.1 Population from Islamabad Model Schools for Girls 63
3.2.2 Population from Islamabad Model Colleges for Girls 64
3.2.3 Population 64
3.4.1 Sample from Islamabad Model Schools for Girls 67
3.4.2 Sample from Islamabad Model Colleges for Girls 68
3.4.3 Sample 69
3.4.4 Institution wise Population and Sample. 69
3.5 No. of Students in each Level. 71
3.8.1.1 Analysis of Try out 77
3.8.1.2 Mean, Variance and Standard Deviation of Items 78
3.8.1.3 Summary O\of Items 78
3.8.1.4 Item-Total Statistics (Correlation And Cronbach Alpha) 78
3.9 Reliability Test 80
4.1 Demographic Traits of Respondents 84
4.1.1 Analysis of Ability to Solve Difficult Problems 85
4.1.2 Analysis of Ability to Find Means And Ways 86
4.1.3 Analysis of Ability to Accomplish Goal 87
4.1.4 Confidence in Dealing with Unexpected Events 88
4.1.5 Analysis of Ability to Handle Unforeseen Situation 89
4.1.6 Analysis of Investment of Efforts to Solve Problems 90
4.1.7 Ability to Solve Difficulties 91
4.1.8 Analysis of Ability to Find Solutions of Problems 92
4.1.9 Analysis of Ability to Find Solutions in Troubles 93
4.1.10 Analysis of Handling of Situations 94
4.2 Percentage of Responses 95
4.2.1 Students Strength Along with Result 95
4.2.2 Comparison of Self Efficacy with Academic Achievement 95
4.2.3 Self-Efficacy and Academic Achievement 96
4.3 Pearson Correlation 97

vii
LIST OF FIGURES
FIGURE NO TITLE PAGE NO
2.6 Sources of Self Efficacy 28
2.15 Theoretical Framework 60
3.12 Conceptual Framework 83
4.1.1 Analysis of Ability to Solve Difficult Problems 85
4.1.2 Analysis of Ability to Find Means and Ways 86
4.1.3 Analysis of Ability to Accomplish Goal 87
4.1.4 Confidence in Dealing with Unexpected Events 88
4.1.5 Analysis of Ability to Handle Unforeseen Situation 89
4.1.6 Analysis of Investment of Efforts to Solve Problems 90
4.1.7 Ability to Solve Difficulties 91
4.1.8 Analysis of Ability to Find Solutions of Problems 92
4.1.9 Analysis of Ability to Find Solutions in Troubles 93
4.1.10 Analysis of Handling of Situations 94
4.2.2 Comparison of self efficacy with Academic Achievement 96

viii
LIST OF ABBREVIATIONS
GPA Grade Point Average
CGPA Cumulative Grade Point Average
SPSS Statistical Package for the social Sciences
SD Standard Deviation
SE Self Efficacy
IMSG Islamabad Model School for Girls
IMCG Islamabad Model College for Girls
S.E Score Self Efficacy Score
Sig. Significance

ix
 ABSTRACT

According to the Albert Bandura’s Social cognitive theory increased level of self-

efficacy contribute to a person’s ability to complete a task. This study is on

relationship between self-efficacy and academic achievement of student in secondary

level of Islamabad. Literature review shows that self-efficacy is a factor which is

related to student performance in school and Colleges. Self-efficacy is an ability to

deal with the challenges of life either in schools or outside the schools. This research

was based on social cognitive theory.

This descriptive study investigated the relationship between self-efficacy and

academic achievement of secondary school students of Islamabad model schools for

girls affiliated with Federal Board of Education. The objectives of the study were to

investigate relationship between self-efficacy and academic achievement among

students who appeared in the annual examination of class IX of 2019. To achieve the

objectives, descriptive co-relational design was applied. The data was collected

through standardized tool of General Self efficacy. The result of Federal Board &

Intermediate and secondary Education was taken as student academic achievement.

Population of study was 4276 students. Population was stratified into (i) schools (ii)

colleges. Random selection of samples was carried from each strata. Sample size of

the study was 313 students.

The researcher personally visited the institutions to collect data from sample.

The tool was explained in each class to clarify the statements to the students.

Response rate of sample was 81%.The collected data was organized, analyzed and

interpreted by applying descriptive statistics mean, standard deviation and correlation

coefficient. Findings, conclusions recommendations were made on the basis of

analysis. Conclusions from the findings revealed that self-efficacy is an important

x
component of academic performances amongst students. Students with higher self-

efficacy showed higher tendency and strength in performing academic tasks. They

were confident about their ability thus academic achievement was influenced by their

self-efficacy. Students with higher self-efficacy showed more high academic level as

compared to students with low self-efficacy so there is direct relationship between

self-efficacy and achievement of the students.

xi
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CHAPTER 1

INTRODUCTION

Psychologist Bandura (1982) defined self-efficacy as one’s belief and one’s

ability to succeed in opposite situation or accomplishing a task. Self-efficacy is an

individual’s belief, ability, behavior performance or judgment to deal with certain

determination to innovate abilities to get some successful achievement. The theory of

self-efficacy lies at Bandura Social Cognitive Theory representing individual

understanding of external social factors.

According to Bandura (1982) self-efficacy is known as belief in one's abilities

to get a goal or an outcome (e.g. result of academic year). Learners who have a strong

sense of efficacy are more likely to set challenging tasks for themselves and to be

intrinsically motivated. Instead of criticizing external factors, these students will put

forward a high level of effort to meet their commitments but will fall short in places.

Khanna (2016) states that academic achievement is the core of the whole educational

growth. It is regarded as an important goal of education.

Academic achievement is an important and perennial responsibility of a school

or any academic achievement is the most important and ongoing task of a school or

any other academic institution established by society to encourage a child's overall

scholastic learning and advancement. Academic achievement prediction has now

become extremely important from a logical viewpoint. Academic achievement is a

costs in our culture for assessing one's complete capacities and possibilities. It is the

primary criterion for admission and promotion in a class. It's also required for earning

a diploma or degree, but also finding employment.

Wentzel and Miele (2009) described that self-efficacy also influences how

much effort someone will put into a task, how long they will continue when challenges

１
 ２

arise, and how resilient they will be in the face of difficulties. People who have a high

sense of efficacy are more likely to view tough jobs as challenges to win rather than

threats to avoid. They choose difficult goals and hold to them, strengthen and prolong

their efforts in the face of difficulties, and gain their sense of self-efficacy more

quickly after losses.

Self-efficacy is not to be associated with self-esteem, self-worth, or any other

equivalent concept. Although self-efficacy is typically given the same meaning as

variables like confidence, self-esteem, or happiness, it has a limited perspective than

any of these theoretical frameworks. One's feeling of self-efficacy can influence how

one tackles goals, objectives, problems, and activities. Self-efficacy is linked to

academic achievement and ability to overcome challenges while Sometimes people

with high levels of self-efficacy may accept the challenges while someone with low

levels may avoid the situations of challenges e.g. math’s student who has a lower level

of self-efficacy avoids challenging math’s classes. Self-efficacy may have important

effects on the amount of efforts to individual apply to a given task. Self-efficacy

beliefs may alter whether or not a person can perform coping behavior and how long

they can maintain effort in the face of danger. People with strong self-efficacy are

more likely to put out sufficient effort whereas those with low self-efficacy are more

likely to lose early and fail. Self-efficacious students also recover quickly from

setbacks and ultimately are likely to achieve their personal goals. Students having low

self-efficacy .On the other hand, believe they cannot be successful and thus are less

likely to make an oriented and extended effort and may consider difficult tasks as

threats to be avoided. Thus, according to Margolis and McCabe (2006) students with

poor self-efficacy have low aspirations which may result in disappointing academic

performances becoming part of a self-fulfilling feedback cycle.

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 ３

Unfortunately, low self-efficacy beliefs hinder academic achievement and in

the long term, create personality predictions of failure and depressive symptoms. Both

of which can destroy psychological well-being. For example, if struggling students

believe that composition writing is unfeasible for them that whatever they write will

result in a failing grade because they have little and will never gain the ability to write,

they will neglect. They may avoid writing by pretending to be ill, looking to create

deflective behavior problems, writing no more than a carelessly constructed sentence,

or able to complete this assignment in a foolish, proper way. Such unfavorably

strengthening escape tendencies will be slow and time consuming achievement,

particularly if low self-efficacy spreads to other educational tasks.

Self-efficacy may affect every area of human endeavor. According to Bandura

(1994) perceived self-efficacy is defined as people's beliefs about their capabilities to

produce designated levels of performance that exercise influence over events that

affect their lives. Self-efficacy beliefs determine how people feel, think, motivate

themselves and behave. Such beliefs produce these diverse effects through four major

processes. (1) Cognitive (2) motivational (3) affective (4) selection.

Everyone can think of objectives they would like to accomplish, changes they

would like to make, and things they would like to change. Although, the majority of

people are aware that putting these objectives into effect is not so easy. Bandura and

Locke (2003) found that the level of performance is influenced heavily by efficacy

beliefs. Efficacy beliefs predict behavioral functioning across persons with differing

degrees of perceived self-efficacy. It also predicts differences in individuals with

varying levels of efficacy as well as diversity in task performance within that

individual.

According to Bandura’s Study (1977) people with a strong sense of self-

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 ４

efficacy may

i. Consider difficult situations as jobs to be completed.

ii. Acquire a stronger effect on the activities in which they engage.

iii. Develop a better feeling of devotion to their interests and passions.

iv. Setbacks and failures can be quickly overcome.

Bandura (1984) argued that the outcomes which are expected by the Organizations rely

heavily on their own judgments of their own abilities. As a conclusion, when self-

efficacy perceptions are managed, outcome expectations should not make a proper

impact to behavior projections. This is not to say that efficacy and outcomes

evaluations are still the same. In addition to being a predictor of achievement and

engagement, according to Bandura (1986) self-efficacy has been related to below

mentioned characteristics that may help students compete effectively with challenges,

such as students who have highly self-efficacy

i. Make a greater effort and persist in their studies.

ii. Present significantly higher levels desire.

iii. Are better at managing their active learning.

iv. Take on more complicated tasks.

v. Are more willing to accept a mastery-based active learning?

vi. Spend less time in challenging scenarios.

vii. Improve adaptation to new learning situations.

Some scholars found that self-efficacy in the students relates strongly to adjustment,

Thus, confidence in one’s related ability (i.e. self-efficacy) plays a major role in an

individual’s successful agreement of challenging life moves.

Low self-efficacy students are doubtful about their capacity to complete a task. They

do not believe that their attempt will lead to success and are often anxious, especially

４
 ５

when they are evaluated they feel a lack of competencies. On the other hand the

students who have higher self-efficacy, believe in their competencies have the ability

to investigate are more successful in research. Students’ career is a byproduct of many

factors and one of the most important factors is students’ self-efficacy. Bandura

(1982) believes to that there is a relationship between achievement motivation and

cognitive factors of self-efficacy but self-efficacy is under the influence of different

stages of development and environmental factors.

Self-efficacy is essential for educational excellence. Students' self-efficacy can

be favorably affected on student’s success. According to Abid et al. (2016) if a student

uses his abilities well and make a goal to achieve then he uses her abilities to be

succeed. Chemers, Hu and Garcia (2001) state that students having high self-efficacy

also tend to have high performance and shows in a positive result, improved academic

performance, more effective and successful adjustment, improved adaptive response,

improved health, and increased overall commitment and loyalty to continue attending

classes. Although these impacts are magnified for students with high GPAs, self-

efficacy can also help students who lack a natural ability for academics improve their

skills.

Students with high academic self-efficacy use more beneficial cognitive

strategies in learning, help manage their time and learning activities and are better at

regulating their own hard work. Academic self-efficacy is related to students' optimism

in understanding academic subjects which in turn develops school grades. The effect of

self-efficacy on school achievement and health was thought to be kept in check by

challenge—threat analyses. The evaluation of the problem does seem to be most

closely related to effective and useful coping and stress management.

I expected that challenge threat appraisals would moderate the effects of

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 ６

dispositional characteristics, academic self-efficacy, and positivity on perceived stress,

health, and adjustment. It should be noted that high school grade-point average (GPA)

was included as a variable in the framework.

Teachers may assist their students to improve the self-efficacy that will benefit

them throughout their academic careers and beyond by providing the opportunity to

experience easy tasks to win, recognizing even small successes, modeling desire and

hard work, and offering words of encouragement. Teachers may support students in

developing self-efficacy which will assist them throughout their academic careers.

Students who believe that they are capable of achieving an academic tasks, they

might successfully perform the assignment but the students who are not confident to

perform a given task might avoid to accept challenges. They may not make

arrangements for the tasks for which they are not prepared mentally.

The self-efficacy is a reasonable variable and can improve academic learning

and achievement. The teachers might flourish self-efficacy in the classroom by

sharing their past experiences or the stories of other students who achieve their

highest academic goals by their sustained efforts. Students can be motivated by

their classmates as well. The past skills of a student achieved at elementary level can

be executed in the secondary classes and be excellent at this Group.

1.1 Statement of Problem

Many researches have been carried out the variables which effect achievement,

self afficacy is one of them but none of these find out the level of relationship, and this

was gap so this study was designed to investigate the relationship between self-

efficacy and level of achievement at secondary level.

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 ７

1.2 Objectives of the Study

The objectives of the research were

1) To explore self-efficacy level of secondary school students.

2) To identify the achievement level of students.

3) To determine relationship between self-efficacy of students and academic

achievement.

1.3 Research Questions

The following questions were research questions.

1) What is the self-efficacy level of secondary school students?

2) What are the achievements of the students?

3) What is the relationship between self-efficacy of secondary school students and

their academic achievement?

1.4 Hypotheses

H01 There is no significant relationship between high self-efficacy and Students

academic achievement.

H1 There is significant relationship between high self-efficacy and Students

academic achievement.

H02 There is no significant relationship between low self-efficacy and Students

academic achievement.

H2 There is significant relationship between low self-efficacy and Students

academic achievement.

1.5 Rationale of the Study

This study on relationship between self-efficacy and academic achievement

focuses on the positive influence and impact of student’s self-efficacy on their

academic achievement. Self-efficacy may be find out to relate with academic

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 ８

achievement. Better academic achievement may be get by improving self-efficacy.

Relationship between the variables is need to be found by the study.

1.6 Significance of the Study

This study on self-efficacy may help the students who have low self-efficacy

so they might be able to develop skills to achieve higher level of performance. This

study may be significant to empower the teachers to make them active to plan their

classroom environment in the light of findings of this research.

The study of relationship between self-efficacy and academic achievement

might influence on the teacher attitude and behavior towards the low efficient students

so study of self-efficacy might modify teacher’s attitude and behavior in classroom.

This study may be beneficial for researchers who intend to study further in this field as

the investigation of the components which influence self-efficacy might be traced out

for better performance

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 ９

CHAPTER 2

LITERATURE REVIEW

Literature review about education, intelligence, self-efficacy and academic

achievement is given below.

Education

Naziev (2017) stated that education is a structured social and monitored process

of continuous transference of socially significant experience from previous to

successive generations The most common way to generate an education is to enroll in

a program through the educational institution system.

According to Johan and Harlan (2014) education has turn out to be a famous

element today, as maximum human beings are interested by this subject. Moreover,

this could now no longer be remoted from the existence of man. It is essential to teach

adult males and females. Education performs a key role. If a network does now no

longer offer super schooling, different nations that fund education may be saved

behind. The schooling system has many factor that have an effect on it.

The educational system is considerably inspired through the human beings,

innovation, and alternate problems. The policy created with the aid of using the

country impacts how properly the training manner works in a community. Most people

agree that training of their existences may be very important. Many people are going

through opposition to get a better lifestyle. Most people agree that education of their

everyday existence may be very crucial.

Many people are dealing with opposition to get a higher existence. Individuals

ought to pay greater time on getting to know than on different stuff. First at the listing

in their liabilities, they ought to location schooling. In the lives of humans, getting to

know is crucial. As time passes, the device of education gradually evolves in keeping

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with the fundamental wishes of people. There also are a variety of elements that ought

to be executed so one can offer a strong system of education. Further greater, all

people desires to be inquisitive about enhancing it.

Education has become a popular issue in recent years because it involves the

majority of people in this subject. Furthermore, it cannot be kept separate from human

life. Both males and females must be educated.Education is critical to the development

of a country. If a country lacks equal education, it may fall behind other countries

those emphasize education.

Education is critical for humans. As time passes, the educational system

changes dynamically in response to human needs. The education system is influenced

by a variety of factors. Culture, innovations, and financial environment all have a huge

impact on a country's educational system. The government's regulations have an

impact on how a country's education system performs.

There are still many factors that need to be developed in order to have a good

education system. As a result, everyone must be concerned with improving it so that

the education system improves year in year out.

Intelligence

According to Colman (2021) intelligence can be defined as mental capabilities.

A person who solves a difficult crossword puzzle quickly gives the correct answer to a

difficult mathematical problem or receives a high score on an IQ (intelligence quotient)

test is displaying intelligent behavior and it is reasonable to assume that such an

individual is intelligent. Someone who performs badly on the same tasks is not

behaving intelligently and may have a limited intelligence, but the inference is uncertain

in this case because other descriptions are feasible. Poor performance, even on an IQ

test, could be due to fatigue, a lack of interest or confidence, study habits, or a

１０
 １１

number of other factors other than low intelligence.

Additionally intelligence proves itself on being an essential ability throughout

the lifestyles of a person, especially in relation from his or her strong control as an

individual. That is to say for the academic device in general, whose impact on

intelligence is a difficult objective.

It is being considering that intelligence proves itself to be an essential capacity

all through the introduction of an individual, especially on the subject of his or her

powerful control as a residing factor being.

Imlahi and Kissani (2015) stated that Intelligence is basically the ability for

understanding, preparing, thinking, interacting, seeking to justify and awareness. At

the same time as it is probably an intelligible idea, it simply isn't. Human intelligence

is immediately connected to an individual's intellect, attitude and understanding so we

may want to moderately finish that it's far through some distance the maximum

essential to make sure.

Kanaya (2019) stated the role of intelligence as followed

1. The definition of intelligence (e.g., IQ) can be used in a variety of ways that have a

direct impact on the day-to-day academic experiences of individuals particularly

students with disabilities.

2. When designing ideal educational experiences, an individual's intelligence and

intelligence should be properly considered.

3. The relationship between an individual's education and post-educational outcomes is heavily

influenced by intelligence

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2.1 Self Efficacy

Self-efficacy is such topic which is studied most in social and science of

education. Bandura claims that Self-efficacy is fundamental to academic achievement.

Bandura(1997) defined that “Self-efficacy is someone’s Beliefs in developing and

coordinating the types of action required producing given achievement and challenges”

while according to Evers et al. (2002) self-efficacy is not just an ability to do a task but

it is also self-confidence or self-strength to complete a task under given conditions.

Both external and internal factors like environment, cognitive, affective, biological and

behavioral, influence it.

Students’ academic achievement is under influence of many factors. One of

the factors is self-efficacy which has powerful impact on motivation, selections,

efforts and perseverance, which assist to reach the academic achievement. Improving

motivation directly impacts on self-efficacy. Self-efficacy has a prime function in how

dreams, obligations and challenges are achieved.

Self-efficacy can develop interest and commitment inside the students. It

provides recovery from being dishearten, focusing on failure and success of the

students in academic outcomes. According to Hasan et al. (2014) the self-efficacy is

known as a core concept in social cognitive theory. This gives the students ‘awareness

of their own trying to handle a problem successfully or to learn an occurrence or

undertake actions at the levels needed.

2.2 Academic Achievement

Sangtam (2014) defined educational outcomes as level of efficiency or level of

a student’s achievement in curriculum subjects specified in the syllabus. Academic

achievement in brief is the amount of knowledge gained from classroom learning,

usually academic achievement is accepted as outcome of the instructions given to the

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students in schools which is determined by the grades or marks, obtained by the

students in their examinations/evaluation. It usually indicates students’ learning

outcomes which require a series and schedule of organized and planned experiences.

Khanna (2016) claims that academic achievement is the core of the overall

development of education and is looked as an important goal of education. There are

multi natured factors which can influence students’ academic achievement at

secondary schools. These factors can be student interest, attitude study habits,

motivation, self-efficacy and assignment.

According to Kpolovie et al. (2014) there should be a lot of variables on

which academic achievement of students depends. The performance of students

cannot be identified fully by only one variable or two. Performance of a student could

be developed by identifying and exploiting each of the important variables.

According to Naderi et al. (2018) students’ academic performance refers to

their activities in particular situations which can be measured such as examinations.

Academic performance is related with academic achievement. Performance is based

on ones self-efficacy if there is high self-efficacy thus academic achievement would

be strong It means self-efficacy is directly related to academic achievement hence, its

measurement is very important. There are different criteria for academic performance

measurement, the most common of which is grade point average while academic

performance is identified by trait of personality, inspiration, self-regulated training

techniques, modes of learning, educational burnout.

According to Olufemioladebinu et al. (2018) the achievement level that

students received from instructional institutions will have far-reaching consequences

for economic growth. Yet, Students' achievement in academic colleges all around the

Nation is low. Researchers introduced a variety of reasons to low student

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achievement.

They also said parental history has a highest probability and home-related

issues and the students‟ academic performance. Also, significant association existed

between adequacy and functionalities of school facilities and the students‟ academic

performance. Reading habits of the students have significant influence on the students‟

academic performance. Reading habits of the students have significant influence on the

students‟ academic performance.

According to Bayat and Salehiniya (2019) the academic achievement status of

the students is reason ably beneficial. In addition, given the influence of factors such as

relationship status and the standard, we may conclude that these factors take the lead in

students' academic success rates. Considering the role of the influence of demographic

factors

One educational Outcomes, it is therefore recommended that planners and

policymakers consider these variables. It is also proposed that researcher’s analyses

with other variables based on educational factors and economic Factors the educational

effectiveness for example financial support and sponsorship and Conflicts of interest.

Farooq et al. (2011) stated that various aspects contribute to the reduction of academic

achievement of students within and outside school. For educators the main factor is to

consistently educate their students so that they can display quality performance in their

education. To accomplish this goal, educators need to better understand the variables

that can relate to students' academic achievement.

In addition to the other school variables, peer variables and student variables,

parental influence such as socioeconomic status (SES) are important predictors of

student success.

According to Moloko et al.(2014) most respondent strongly believe that the lack of

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assets, bad working conditions, the use of the new scoring system, time and lack of

rewards led to the low morale of teachers to a greater Degree, thus making less effort

in their normal responsibilities.

The results of the study show that the lack interest of parents in their children's

welfare leads significantly to the students’ poor performance. In the study of

MolokoMphale and Mhlauli (2014) the following recommendations are suggested for

consideration:

i. Provision of suitable teaching materials may be made.

ii. The application of safety innovations might be given adequate time in schools full

parent involvement in the care of children might be strongly considered.

iii. Teachers may be recognized and rewarded for their excellent work.When it refers

to the students’ success, school management may play a prominent role.

According to Cunningham (2012) defining, quantifying and evaluating

student achievement is not simple. The most popular process evaluation typically

refers to the performance of a student as determined by accomplishment assessments

in academic areas such as reading, creative writing, math, science and history.

However, policymakers recognize that academic achievement often depends on the

situations and environment of a child, the standard of schools and teachers, as well as

several other variables. Cognitive ability, achievement Inequalities, achievement and

dropout rates, student and school development over time and the success of students

after high school have also been described by investigators.

Zanden et al. (2019) stated that the performance of students is the mostly

widely used measure of student performance while reflective practice and

social-emotional well-being are also frequently central to the sustainability

reports of institutions. If these student achievements are all considered

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significant, academic achievement alone could not compensate.

According to Antaramian (2017) the happiest, most satisfied students were

more involved in their school opportunities, had greater learners with high abilities,

had less stressful situations, were more positively motivated and gained higher grades

than the learners with average and low fulfillment. Such findings indicate that finding

happiness to the fullest degree can have a beneficial impact not only on mental

wellbeing but also on student ability. He also mentioned that for academic

achievement, life satisfaction is beneficial, but also that very high level of

satisfaction is more desirable than just normal levels.

In order to promote optimum students success, supporting life satisfaction to the

highest possible degree may therefore become an

important catalyst at educational institutions.

Life satisfaction is beneficial to student achievement but very high levels of

life satisfaction are preferable to average levels. As a result, promoting life

satisfaction to the greatest extent possible may become an essential effort at colleges

and universities in order to facilitate maximum student performance.

According to William (2016) human beings usually think about an individual's GPA

after they listen the word "educational performance". Several quantities, however,

mirror the educational success of a scholar. Although a few won't graduate from either

the top in their class, they will keep management roles or obtain excessive on

standardized exams in certain student groups. The idea of educational excellence

extends in addition than lecture room to success. The effect on pupil excellence

extends similarly than the curriculum to achievements. Knowledge, interest and

flexibility, features acceptable to universities and employers, are reflected with the aid

of using the capacity to master a high stage of expertise. Some schools will provide or

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even assign scholarships to college students who have already carried out top grades,

however who are actively studying new competencies to show a sample of

achievement.

When most people came to know about the phrase "academic performance,"

they immediately think of an individual’s GPA. Several factors, however, indicate a

student's academic achievement. Academic performance encompasses achievement

in school and out of school as well. Some of the brightest students do not begin

receiving high scores but are extraordinarily well-rounded, excelling in everything

from music to sports.

The ability in master in many skills shows intelligence, curiosity, and

dedication, all of which are admirable traits to everyone. Some schools will admit

and even grant awards to students with passing results who have got a pattern of

achievement by continually learning new skills.

Academic Excellence

Gereboff (2015) stated that the word "Academic excellence" is invisible,

however it's far utilized in such a lot of respects that it is able to be insignificant. If

used to evaluate a faculty or a trainer while the context is confused, it can additionally

be harmful. Our description turned into that one indicated with the aid of using

engaged gaining knowledge of and deep mirrored image is an intellectually excellent

studying environment. It is inspired through the skills of the twenty first century and

recognitions the pupil agency. Until we had described what we usually understood

with the aid of using excellence, we constructed factors of trainer collectively in order

that round this definition we can have familiar framework.

2.3 Self Efficacy Theory

According to Bandura (1994) theory of self-efficacy describes that people only

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do the things that they believe to accomplish. If they are not sure of success that they

will not attempt to do that tasks. People with strong self-efficacy make commitment to

accept challenges in their lives. In case of failure they put more efforts to be

successful. They face all types of alarming situations.

Bandura (1993) stated that peoples’ abilities cannot be assessed by most of the

activities they do. They must relate it to the others activities. Other people also

influence on their abilities and the power of judgment. When student sets goals and

aims then does efforts to achieve them, her efforts makes her believe. Self-efficacy

theory is based on component constructs of self-efficacy, behavioral capabilities,

observational learning and reinforcement.

2.3.1 Component Constructs of Self-Efficacy

Self-efficacy has the two beliefs i.e believing that competence can grow with

hard work and sufferand belief that excellence with defined objectives and priorities.

2.3.2 Behavioral Capability

As Bandura (1993) said that Self-efficacy is related to learning. It also enhances

motivation of the students. The learners having weak belief are less willing to learn

and can’t focus/concentrate on simple task or don’t want to put any effort to

accomplish a task. People with self-efficacy has their competencies are quite important

for overall their performance that could impact on their overall routine lives. Peoples’

behavioral motivational senses and thoughts are determination of self-efficacy. Self-

efficacy determines people’s motivation, senses and thoughts as well as their behavior.

By their behavior efficacious people bring changes in environment.

According to Bandura (1993) self-efficacy influences learner’s feelings,

thinking and motivation. It also influences behavior. Self-efficacy has impact on the

feelings and motivation of students. Students need to be motivated for excellent

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academic results. Self-efficacy can diminish academic performance. Self-efficacy is

constructed through expanded teaching and knowledge base learning there is strong

contact and correlation between teaching learning and self-efficacy of students in a

classroom of students. Self efficacy is more valuable for school kids in studying

environments. It lends support to the hypothesis that the School students feel uncertain

typical classrooms and familiar community. Their observation might not be as strong

as it should be in unfamiliar environment.

Sivandani (2013) refers that Bandura (1994) defined Perceived self-efficacy as

people’s characteristics and pride in their ability to carry out the task. It also effects the

events of their daily routine. Faiths about self-efficacy dictate people to act, perceive

and drive themselves. They also show behavior according to their feelings and

thinking. The goal setting is dependent on self-efficacy.

The stronger the Self efficacy, the greater the person’s target challenges and

their strong attribution towards them. For the achievement of bright career, academic

self-efficacy has very significant value.

2.3.3 Observational Learning

When we take student as an element in learning process, academic achievement can

be enhanced. Gbollie and Keamu (2017) viewed students as the central element of

learning process, a study programmed to their motivational strategies. The factors

hindering their learning is crucial as students themselves play extremely important roles in

shifting their own learning and acquisition of higher academic outcomes and

achievement.

Motivation can enhance capability of learning and also effect on the learning

process with interaction to self-efficacy. Motivation is a fundamental element in

academic success.

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Rafiolaand and Ramli (2018) stated that social cognitive theory tells that

Individuals have the capacity to observe, recognize, take a lesson, empower, schedule,

respond and assess their achievement.

This concept of cognitive theory shows that people who did not complete a task

directly. They can also learn only by observation. Concept of behavioristic has been

shown in this argument. People who learn by observation, can decide their life

circumstances. They can make themselves decision-maker. Observational learning can

influence the mindset of a student for academic achievement.

2.3.4 Reinforcements

Abreu et al. (2008) stated that when punishment is replaced and positive

reinforcement is used on students, desirable academic and social results may be

achieved in the classroom.

Meera and Jumana (2015) described the importance of self-efficacy. According

to them teachers can reinforce them when deliver the messages of high expectations of

students and praise their good work. It will be beneficial for low self-efficacy students

they have to struggle for students. They have to invest sufficient effort to accept and

complete complicated difficulties. Teachers can improve high self-credibility and

effectiveness within these students step by step by praising their contributions and

struggle. Teachers will actually boost the self-efficacy of the learners who are

challenging by

i. Integrating future tasks with past performances.

ii. Strengthen the motivation and commitment of the students.

iii. The peer design among learners is stressed.

iv. Educate hard-working students how to make huge efforts.

According to Malala (2009) our real life applications and classroom

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involvement are related to reinforcement. Teacher plays an important role to make

students attentive in all activities. Those who use unique techniques and multimedia

applications on students can make students more attentive towards studies.

2.4 Dimensions of Self Efficacy

Self-efficacy of a student are differentiated on the bases of some

dimensions. i.e. magnitude, strength and generality.

2.4.1 Magnitude

According to Street et al. (2017) Level or magnitude can refer to Self-efficacy for

tasks which need more effort to conduct in difficult conditions and environment.

Bandura (1977) stated that important performance implications

depends on the several dimensions of self-efficacy. They differ in magnitude. A

difficulty level is organized for a task. The simpler tasks might have a limited

number of individual to do. Mostly will do difficult tasks with good performance.

Bandura (1997) argues that single leveled or single task instrument can

different individuals with varied capabilities and also their level difficulties can be

noted. He says that tasks or challenges may be assigned or marked when its accuracy,

productivity, regulation, exertion threats and originality are known. Then its

performance can be judged.

2.4.2 Strength

Street et al. (2017) defined strength as confidence and certainty of a task

performance and demonstration. It is associated with the specific methods to do a

task. It is task preservation.

Bandura (1977) says that expectations of self-efficacy are different

in strength. Discomfort able experiences persistent the weak expectations but

strong expectation will deal with difficult tasks. They will disconfirm the

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experiences.

Bandura (1997) argues that expectation of self-efficacy may be strong or weak.

The student with strong self-efficacy and its expectation will perform better in all

situations as compared to weak one. She may be more confident to perform all

activities. Quality and assurance of self-efficacy are the determinants of good

performance.

2.4.3 Generality

Street et al. (2017) stated that generality refers to specificity of values. Its principle

having general rather than specific validity. e.g.for problem solving in mathematics is

not general it may be specific for a number of individuals. For such cases we use the

term facet specificity of specific tasks. Bandura (1977) stated efficacy expectations

also differ in generality. Many experiences generate circumscribed standards of

mastery. Others in an even more abstract sense of efficacy that reaches

far beyond the specific situation of treatment of a task.

2.5 Characteristics of Self-Efficacy

There are two Characteristics.

2.5.1 High Self Efficacy (internal locus of control)

A student’s belief in his/her own abilities that he/ she can complete a given task and

can get wanted result is called academic self-efficacy. A student’s beliefs can be

developed on the basis of previous experiences, by looking at activities and

achievements of other students, teachers or role models who have faced the same

similar situations.

Akram and Ghazanfar (2014) view that student Self-efficacy is the ones belief

to be succeeded in a specific field of life, while locus of control is mainly the

confidence that one have over a situation to handle.

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The locus of control is mainly divided in two segments

1. Internal Locus of control

2. External locus of control.

The outcome of a situation is called locus of control. The beliefs of students to

control the situation have an internal locus of control, while those who depend upon

circumstances or outside factors is ex ternal locus of control.

Internal locus of control can provide fantastic reinforcement while those with external

locus of control will always depends on surrounding and circumstances e.g. being a

graduation student will pass in English literature paper if the same essay which I

prepare will come in questions paper. It is the most famous prayer or believe which we

were listening from childhood.

According to Ogunmakin and Akomolafe (2013) if students believe that they

can get motivation from their behavior and control their life activities on the basis of it.

They have internal locus of control. Those who possesses external locus of control

have a believe that the success or failure depends on the character competition and

fate.

Parents and teachers including other members of any educational institute

should help students to enhance their self-efficacy, School teachers, administrators,

psychologists for counselors and parents should do hard work to build students’

academic self-efficacy. They should help them and provide all important facilities in

school and outside the school as well. It is also responsibility of teachers and

administrator’ to provide a learning situation and knowledge based environment that is

conductive and full of syllabus for offering challenges which can be achieved.

According to Cherry (2016) practically everybody can recognize goals and

expectations which wanted to be achieved, changes they try to make and things they

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would want to get. However, most people understand that implementing these plans

is really not that simple.

Hassan et al. (2015) referred Bandura that approach to goal, tasks and challenges

mostly depend on individual self-efficacy.

The students who have strong self-efficacy will consider

i. Challenging problems as an opportunity for new learnings.

ii. More focus on the activity in which they participate.

iii. Committed to their interest and activities.

iv. Recover rapidly from any failure or disappointment.

Those students have high self-efficacy will have courting and memorizing skills.

But those with low self-efficacy will find difficulty or take more time to memorize or

learn new knowledge and comprehension. This shows the effectiveness of gaining

knowledge.

Heidori et al. (2012) stated that those students having high self-efficacy has

very meaningful and positive relation to vocabulary learning and memorizing strategies as

compared to those who have low self-efficacy. This shows the effectiveness of

learning and their achievements.

Some of aspects which students with high self-efficacy are as below

i. Continually have appropriate behavior instead of personality changes.

ii. Always behave well and will not display controversial personal style.

iii. Try to resolve the task assigned and if failed will stick till solution.

iv. Unusual way to tackle a situation or difficult project or assignment.

2.5.2 Low Self Efficacy (external locus of control)

Bandura (1977) stated some characteristics of students who have low self-efficacy.

i. Challenging problem as headache and waste of time.

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ii. Never trust in their capabilities to resolve difficult tasks and situations.

Negative attitude

iii. Focus on failures and outcomes.

iv. Lose confidence in self-abilities very quickly.

v. Broaden interest in the activities they engage in.

vi. Shape a stronger understanding of one‘s interests and passions.

vii. Start recovering from missteps and misdirection.

viii. See challenges as tasks to be managed to master.

The educational overall performance determines the destiny, desires and targets of

school students.

Self-efficacy has an important relationship with academic achievement but in

secondary school there are various elements which contribute in enhancing the

educational performance of student’s. These elements are also related to self-efficacy.

If self-efficacy is high then these elements will show successful result. e.g.

i. Students start observing their surrounding on scientific basis (it may be helpful in

concepts gaining)

ii. They learn to plan their activity to cover all aspects of life. (future planning may

help them to be efficacious)

iii. They decide practically which field is more specific for them.(High self-efficacy

may make them able to choose career for themselves)

In secondary school there are numerous factors that contribute in polishing the

students’ academic performance. In other words academic performance decides the

future goals of students.

Environment plays very important role in the student’s belief of capability.

Student’s behaviors like shyness, aggressiveness, jolliness, frankness, courage etc.

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depends on high and low self-efficacy. In other words self-efficacy is temperament of

learners is the imagination of capabilities.

2.6 Sources of Self Efficacy

Self-efficacy develops from many sources which directly affect the academic

performance of students. Bandura’s (1997) described the reasoning based on this

outcome is something to be carrying out as he says those with a sense of efficacy

in mastering academic challenge tend to learn more in bot formal and informal setting

environment outside school.He also argued that students can get information by using

their self-efficacy beliefs from four major sources. i.e vicarious experiences, Social

Persuasion, past experiences/ performance, Physiological states/Emotional states.

Figure 2.6

Sources of Self

efficacy

2.6.1 Vicarious

Experiences

Students can build their efficacy beliefs when they observe others. Such models

can influence the development of self-efficacy among students. Bandura (1997) stated

that students are most likely to develop and enhance their self-efficacy by following

someone’s’ achievement either failure or success to the degree that they feel as a

successful person. A good grade got by a class fellow in a complicated assignment

may encourage their peers to complete the same task.

2.6.2 Social Persuasion

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According to Bandura (1997) people who confidently expressed their

capabilities to do given tasks successfully will possibly organize and maintain

greater efforts. They perform better than others who hold questions about themselves

and insist on personal issues when problems arise.

Student receive from their peers or people e.g. teachers or relatives etc. on their

capabilities and completion of tasks is also important and valuable source of self-

efficacy. The belief on their academic abilities can be strong, attractive and satisfactory

from society i.e. teachers, friends parents and peers if response is positive. According

to Usher and Pajares (2006) positive reflection from others people is an important

reliable source of increase and strength the confidence. Students parents, teachers,

peers and significant others effect students to evaluate and judge the tasks completed

by them or about their skills and significant capabilities.

2.6.3 Past Experiences/Performance

Bandura (1997) says that the most significant source of the interpretation of

results of students’ own past achieved success is mastery experience the happiness of

success can enhance their confidence level and their skills can be used to do same tasks

and accept same challenges but the feelings of failure may work in opposite way.

Judgments of student’s ability are produced when students complete the tasks within a

specific duration. Sense of self efficacy is firmly established. People become stronger

from adversity.

Taylor and Wilson (2019) stated that the 'past positive' and 'future' perspectives

on time positively predicted overall self-effectiveness and by composing about

both the positive past and the career plans, the trust can be enhanced that we

do have the capabilities to achieve 'simple' at medium and moderate.

2.6.4 Physiological States/Emotional States

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According to Usher and Pajares (2006) students learn and act to find out their

own performances as in their life they follow different physiological states and they

use emotions to show efficacy at personal level. Anxiety, stress, fatigue and mood

when they judge their intention competence, can provide clues to expected success or

fail. Such physical and emotional states of mind lay a direction for student’s success

and failure. It gives strength to self-efficacy of a student.

2.6.5 Genetics

Howell (2017) talked about a new concept as a source of self-efficacy. He

listed genetics as a source of self-efficacy. He argued that self-efficacy may be inborn

ability of a student. Inheritance is also a source of developed self-efficacy. A student

could have a strong or weak self-efficacy because her parents may have same. Many of

the students are dependent of their inheritance for their self-efficacy. Others are

influenced by their environment.

2.7 Building Self-Efficacy

According to Cherry (2017) self-efficacy is a psychological adeptness that you

can foster and reinforce.

2.7.1 Celebrate Your Success

Mastery experiences play a completely crucial function within side the

formation of self-efficacy. Bandura authentically diagnosed this because the single

maximum efficacious manner to engender an energetic experience of self-belief.

When you succeed at something and are satisfied, you might have a great

reputation in your faculty. Failure, on the other hand, has the ability to destabilize these

feelings, particularly if you are still developing a sense of personal efficacy. The ideal

kinds of achievements, on the other hand, aren't always the people that appear

effortlessly. When you have a couple of quality Success, you could locate your self-

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giving up extra effort lessly even as you've got numerous failure. As a result, work on

achieving objectives that are attainable but not absolutely clear. They will take work

and perseverance, but you will emerge with a more vigorous credence in your own

facilities once you achieve them.

2.7.2 Observe Others

Bandura additionally identified vicarious experiences obtained through peer

modeling as another consequential denotes of establishing and reinforcing self-

efficacy. Visually perceiving others inserting effort and prospering, as a result, can

increment your credence in your own competency and ability to prosper.

One factor that plays a key role in the efficacy of this approach is how

homogeneous the model is to yourself. The more kindred you feel you are, the more

likely it is that your optical discernment will increment your sense of self-efficacy.

2.7.3 Seek Positive Affirmations

Hearing and understanding growing interests from others can also help you improve

your self-efficacy. Similarly, avoid obtaining criticism from persons you know are

more likely to have a negative or critical judgment of your achievement. Feedback

from peers, mentors, health professionals and other people you admire can give you

great more confidence in your own capabilities.

Positive casual life and social feedback can help you maintain a sense of

efficacy that already exists but negative comments can have a powerful and dominant

using. Bandura cautioned that social comments on my own isn’t always sufficient to

construct your self-efficacy but it can be an utilizable implement when you require a

little bit more inspiration and encouragement.

2.7.4 Pay Attention to Your Thoughts and Emotions

If you become tense or nervous before a difficult event, you may lose confidence in

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your ability to do the work.

Another ways to increase your self-efficacy is to look for strategies to control your

beliefs and feelings about the task.

2.8 Factors that Influence Self-Efficacy

Hutchison et al. (2006) stated that students confidences in success in academic field is

influenced by prominent factors i-e understanding knowledge or learning the material,

motivational drive toward success; teaming issues, ability to compete, help to access

something and ability to access it; issues in doing assignments, students ability to solve

problems, enjoyment, interest, and course satisfaction and its material and scored grades

in the academic field.

2.8.1 Understanding and Learning

Academic achievement is mostly linked to mostly cognitive ability of the

students but some factors which are non-cognitive e.g. character motivation

strategies to achieve knowledge are also important. Thus cognitive and non-

cognitive factors cannot be neglected.

According to Pavani and Agrawal (2015) cognitive ability was found as the

strongest predictor of academic performance. They also said that concentration

on intellectual capacity of the learners/students and academic accomplishment are

studied but researchers look into non-cognitive factors also. For example influence of

character, inspiration, and learning procedures and convictions in examinations on

academic accomplishment of individual.

A student’s learning and observations are important for taking decision about

his future performance in school. Learning develops his self-efficacy to decide about

class performance

The student’s beliefs about academic abilities are very helpful for him to

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determine the application of learnt and observed knowledge. Their academic

performances are to a limited extent the consequence of what they come to accept that

they have achieved and can achieve further in future.

Student’s views and ideas have effects on emotional and mental abilities.

Mental level approach influences educational achievement of a student. Therefore

students abilities varies and their performance are different form one another.

2.8.2 Activity Drive

Students with high self-efficacy do all exercises intentionally or unknowingly.

People who do fundamental efforts/activity to achieve something, they face difficulties

and tensions. They have ability to cope with anxiety yet attempt to do the given

activity.

As indicated by Schunk (2012) portrayed that all person's conduct is

constrained by cognitive procedures. Further all people travel through main stages of

activities and they are stood up to clashes between social desires and their drives. In

each stage they are faced a specific type of strain or a specific attempts, to diminish or

resolve an issue as well as can be expected. The way in which they work out the

pressure or the undertaking discourage the person's capacity to learn, to adapt to

uneasiness and to coexist with other students.

Choice of activities can be influenced by self-efficacy. Low efficacious

students avoid to do difficult activity.

2.8.3 Teaming/Performance

According to Li (2012) majority of the present literature strongly supported the

idea of importance of the relation among both educational outcomes and self-efficacy of

student.

Self-efficacy may also be affected by one’s educational success dependent on

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some external elements, for example gender and socio-economic status. Some studies

reflect that self-efficacy effect mostly on females than males.

2.8.4 Computing and Challenging Abilities

Self-efficacy contributes the least but it is found to be important .Aguayo et al.

(2011) has given the reference of Bandura (1993) that students who has high self-efficacy

when faces failure he consider it not putting in enough effort in the Environment in school for

high school and basic primary school, As those with low efficacy view inability as

their inability to easily achieve certain objects.

Low self-effectiveness students may be less willing to assess. They don’t

concentrate on academic responsibilities very well, do no longer need to face

difficulties or do not make efforts and do not struggle to face and overcome challenges

and problems.

The experiences and expectations influences the self-efficacy. Responses of

students towards accepting or rejecting the challenges of academic performance are

dependent on the experiences also.

According to them the persons with high self-efficacy are active in decision

making about accepting challenges, and who has low self-efficacy hesitate to take the

responsibility of a task. Additionally, Self-efficacy does have a variety of effects upon

this patterns given and rebuttals to hurdles and tasks high self-efficacy can be assessed by

passing exams, completing assignments and participating in various academic activities.

Academic performance can fulfill a student’s academic desire. For school students academic

success is based on interest and activities.

According to Pajares and Schunk (2001) academic success is the goal and drive

for highly academically high self-efficient students. This success can be expressed as

passing exams, activity granted tasks and any other educational activities/task. It is certain

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to be happen that ability to be successful creates encouragement and goals can be

achieved. High self-efficacy bring accomplishment of achieving goals. Challenges can

be achieved also.

2.8.5 Encouragement and Help

Encouragement and help by teachers are important. There is need to provide

support and guidance to school students in an institution and also in all situation. If a

teacher encourages and motivate students, they will be able to solve the problems.

Jamal and bin Yunus (2017) explained that Encouraging self-efficacy is also a very

essential aspect where it requires focusing. Teachers also should support and

advise the learners in both classroom and unofficial scenarios.

The leadership activity of teachers also suggests a constructive and meaningful

relationship to the imagination of students.Teachers need to help their students in proper

way. They should tell them their activities. Teachers should tell the students their

needs and available resources for new ideas and challenges.

Additionally, Teachers may motivate learners pick their programs and

Initiatives or providing interesting and challenging tasks for the learners.

In other words,Essential to specify a suitable student standard.To achieve Degree

of effectiveness and innovative behavior. They explained that in addition.The teachers

should assess the efforts of the students and increase their engagement in the learning

process.By doing so, students will adopt a tendency of focusing all their strength and

time to do that task.

2.8.6 Working Assignment and Tasks

It is needed for a teacher to motivate and engage a student. Student self-efficacy will

be helpful to carry out the given task.Cubukcu (2008) emphasized that self-efficacy

plays a vital character to achieve goals. Teachers should share and combine their

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personal experiences with students. Several experiences can be done like than

i. students can be helped be sure and to maintain their self-efficacy beliefs

ii. They can provide such tasks to students during academic session which can be

acceptable for students.

iii. Encourage the beliefs of students that a changeable and controllable

development element is competence.

iv. Promoting effect of self-efficacy rather than self-esteem.

According to Margolis and McCabe (2006) students should be taught to cope with

challenges according to their interest and preferences. They should be encouraged for

new things. In this way self-efficacy beliefs will enhance.

A student with a high degree of self-efficacy will remember her job. A hopeful

and confident student does a task properly and invest more and more effort. However

students with low self-efficacy ignores more efforts which causes failure. Shunk and

Dale (2012) described that a child with a high degree of self-efficacy believe that he is

capable of knowing and learning subjects in the classroom and he feels doing well in

every event. Children having low self-efficacy try to avoid tasks of leaning, especially

difficult and challenging tasks. High self-efficacy makes the children to invest more

time and effort to a tasks and continuously working on it than low self-efficacy

children. Students with high self-efficacy can use their ability to be engaged in

academic activities to get best academic achievements.

Ugwu et al. (2013) appreciated the efficacious students. Students having high

self-efficacy use symptoms and incentives when necessary to be successful.

Students should know that how to analyze and accomplish the goal. They said that

not only must the learner evaluate and focus on the difficulty in learning to do a task,

but they are hoped for decision and judgment making to the degree where its

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efficiency fits the level of a serious learning task and serves to make self-assessment to

their success to that level. Self-efficacy also develops the student’s emotional and

mental states.

After a successful execution of certain instructional activities, successful psychological

and emotional circumstances. Teaching presence construct provide support for self-

efficacy and related forms of learner self-regulation. Bandura (1997) stated that a

student can perform better in the class, she can do an assignment in better way when

she uses emotional and emotional processes.

Bandura (1986) explained that a person’s mental level about her course of

action and academic engagement is about her skill to do a project and self-efficacy is

the evaluation of a Person's ability to organize and implement the form of action.

2.8.7 Problem Solving Abilities

A learner who believes in her power to say yes to the challenges, she will strongly

suggest the work immediately. Her mind powers will make him successful. On the

other hand if she has not belief on her powers she will have nothing to do with the

work she will not give importance to that task. According to Dogan (2015) stronger

engagement of this work develops when a student believes on himself. If students have

little knowledge to complete a work, they take the work unnecessary and consequently

do not need to use up time and power. As an outcome of this, they do not make

connections between such works.

Students who have belief in their self-efficacy and who are ready to act

academically will be able to learn and put into effect the cognitive activities needed to

help them to achieve success. When students beliefs her powers, she puts efforts and

fixes direction and time to solve the problems.

Aguayo et al. (2011) explained that by coming to a decision A Person acts upon

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his or her power to place leadership roles about opinions and has a strong impact on

the energy a student displays in fact issues and to make decisions. These effects are

very clear and change in behavior occurs.

The students who have self-abilities to solve problems are able to deal with

difficult tasks. Question answers based knowledge improves ability to solve problems.

Learners manage their learning process by their own abilities if they get chance.

According to Balanalah (2014) students with high and positive levels of ideas

about self are action-bound students will learn with strong desire. The use of getting

questions answered expert knowledge gives power to do well such learners make

connections between learning processes, and will be able to manage their own

learning.

The value of essential knowledge on the activity is defined as a person's

valuable experience in any action. Her explanation and most importantly the

application of that person to solve the problem.

The development of such knowledge is always totally dependent on studying

and learning because to some level, the interest in learning may be a measure of an

individual's interest in the activity.

It is up to each person to decide how she plans to learn materials of an

activity and start taking part in the activity. How much a student learns

is based on how productive she is in achieving success or objective.

According to Kpolovie et al. (2014) a learner can do good things with her

power and mind set. Spoken, written or observational condition of her knowledge

make her abilities and mind set. Basic education plays an important part in putting the

start for the further education of learners. If a good base is put down at basic school

level, students will be able to do better in all fields of life. However different factors

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have been explained by many people learned in theory. Students can cope with

challenges and can solve problems easily if their foundation is strong.

2.8.8 Enjoyment and satisfaction

According to Husain et al. (2014) it is self-efficacy that makes our feelings and

thinking to observe and to work on a task so we deal with cognitive processes,

academic performance, decision making and goal setting. It makes us interested.

Students with high self-efficacy act in all activities and take it a challenge and enjoy it.

They feel satisfaction in all activities.

According to Meera and Jumana (2015) students can learn better if they have

high self-efficacy level. Their thoughts can also be improved and their learning level

can be better. For better outcome in high level teaching person and expert operation

school should get well classroom practice. Building self-power to get an effect is the

need of students for better results.

Students with high self-efficacy beliefs performed better in learning and

thinking, and they should also perform better in observational learning. Academic

development is significantly related to self-efficacy. To enhance the quality of

education, schools should improve classroom instruction. A successful achievement is

a result of certainty and hard work. Getting and application of knowledge, very hard

work is needed for a task but a person’s interest might effects on his achievement.

According to Kpolovie et al. (2014) academic performance and achievement of

students to learn, remember and write the provided knowledge even in the Secondary

school examination. It is very important stage. It makes a base for further education

and create abilities to face the challenges and the career easily.

However many researchers have talked about a lot of factors responsible for the

successful academic achievement of the students.

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A person can be successful if he has all the required information its

understanding and its application. Acquiring information is dependent on reading and

learning in many areas. The desire of getting knowledge might be a

feature of the interest of an individual. It depends on the individual’s decision about

study materials and participation in the activity. Learning depends on the level of

achievements of aims or purposes.

Bandura (1997) stated that the relationship between self-efficacy and

enjoyment is of theoretical interest, and future practical value. High self-efficacy may

enhance physical activities and academic behavior. Self-efficacy can be increased by

increasing enjoyment of physical activity. It is a part of self-efficacy theory to judge

the effects of predictors on self-efficacy of students.

2.8.9 Achieving good Grades

Self-concept effects on behavior so it is considered a very important subject

in psychology. There is still the impacts of self-concept on all of students' academic

achievement. Negatively and positively self-concepts students have correlation to

academic success.

Many researches presented the strong influence of self-concept on grades.

Some statements that are used to assess the relationship between self- concept and

academic performance are “I am proud of my result,” “tests and exams are easy for

me”.

Ability of students or beliefs of students are linked with their academic and

educational talents, so on the basis of all talents or ability they accept or reject the

academic challenges. Capability is developed when a student face it in an occasion,

translates the results of one’s performance.

According to Meera and Jumana (2015) it is inborn to create and use self-

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efficacy beliefs. If a student acts in an event, gets result and uses his activities to

develop a belief about himself and his abilities. He develops the belief of learning

and gaining knowledge. He learns the application of the skills. Self-efficacy helps

students to show remarkable performance.

2.8.10 Emotions and Inspiration

Students continually respects the successes of others and hopes to achieve

remarkable top position. Such heroes make them interested in achieving the

required goals and results.

Social and emotional socialization approaches also affect self-efficacy.

Students with average self-efficacy can be at level of high self-efficacy if someone

believes on self-talent and practices.

According to Atoum and Al-Momani (2018) strict social and emotional

processes influence self-efficacy capabilities or beliefs of both male and female. All

Students should be at an average level of beliefs about their abilities since more

experiences and tasks are still yet to be achieved. High level of self-efficacy can be

achieved by our inspiration.

The students who participate in all educational tasks are intelligent and have

high self-efficacy. Self-efficacy may affect behavior of students that may result

successful academic achievement.

According to Salami (2010) there is important role of understanding,

intelligence, self-efficacy and psychological health in academic strength, attributes

and behavior of the students. From this study conclusion was made that high self-

efficacious and emotionally intelligent students take part actively in academic tasks.

It forms positive attitudes that lead to successful academic achievement.

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2.8.11 Confidence

A student with high self-efficacy if fails to achieve a goal, he blames the external

factors for his failure. But when a student with low self-efficacy fails in a task he will

credit to low capability and lost. According to Adeyinka et al. (2011) a person with

high self-efficacy will blame failure to external causes and factors and elements,

whereas individuals with limited and low self-efficacy will accuse low knowledge

and the ability For example, a high self-efficacious person in mathematics may score a

bad result in an evaluation. It may be due to less effort, less preparation or poor health

etc. Poor result may be due to poor self-efficacy.

The bases of self-efficacy is often mixed with foundation of self-confidence. Confidence

is the strength of action in a person abilities. Self-efficacy is based on targeted and selected

level of achievement.

According to Hutchison et al. (2006) confidence is only the level of trust in

someone’s capabilities. Self-efficacy is related to the level of achievement and the strength

of one’s belief. This difference can be further understood by comparing both the statements

of confidence and self-efficacy, “I am confident to solve mathematical sums,” and “I can

easily correctly solve calculus problems.” respectively.To some extent confidence also

failed to measure the level of self-efficacy appropriately. Studies of confidence can further

present exploration.

People’s substitutes are influenced by self-efficacy. The effort they are putting

forward, and to what extent do they survive to face the challenges and failure. The self-

efficacy of all students are related to their interest. Self-efficacy may affect people’s behavior

in good or bad manner. People’s behavior is based on their awareness of their abilities for

doing a challenging and specific task. It effects the people choices and the efforts and

struggle they put to achieve the goal, and how long they face the barriers and failure. In

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science, technology, mathematics and engineering, programs self-efficacy is related to their

academic achievement and interest.

To face any type of difficulties self-efficacy provide confidence to the students

to handle and overcome. Self-efficacy empower their abilities, courage and self-esteem

to face the music.

According to Jamal and bin Yunus (2017) efficacy plays major role in

improving self-confidence. Without self-confidence it will be difficult for students to

face the challenges when needed.

2.8.12 Efforts Application

Efforts of the students themselves can contribute to their success or failure. The

raise or lessen of self-efficacy is related to students attribution.

According to Pavani and Agrawal (2015) perceptions of failure is related to self-

efficacy. Self-efficacy can be controlled that effects on belief of efforts. Area

of action depends on the level of self-efficacy.

People face many challenges in their lives, and their motivation and values are

strongly related to their beliefs and experiences. Self-efficacy is related to students

overallperformance.The academic performance is related to several moderating factors

e.g. strategies and students orientation towards goals.

According to Purzer (2011) people's beliefs can be made about their

performance. So On the basis of their self-confidence, they will achieve their goal.

2.8.13 Language

In learning environment use of known language increases the level of self-efficacy

and improves students ' learning skills.

According to Jamal and Bin Yunus (2017) use of English and work experiences

influences high self-efficacy. It can be helpful to improve the academic level and

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skills of students.Students with high read and write self-efficacy often adopt strategic

and Effective approaches for reading while students having low self-efficacy only

adopt basic practices.

2.8.14 Coping Abilities

According to Meral et al. (2012) it is said that self-efficacy has a strong impacton the

thoughts of children. It also control feelings and actions of the children. When an

individual believes on her abilities and efforts result, she behaves according to her

abilities.

Academic performance shows that how students conduct with their studies and

how they follow the guidance of their teacher. They can perform their distinguished

duties with satisfaction.

According to Balanalah (2014) academic performance refers to how students

work on their studies and how we carry out or perform various activities that their

teachers gave them. It is the capacity to learn and recall information and express

the awareness of knowledge verbally or in writing. It consists of a system in which a

student is successful if he is top scorer in the class.

2.8.15 Grit and Mindset

Self-efficacy of students might be increased with the self of teachers. As Polirstok

(2017) stated that Grit and mindset are key concepts for educators of any period.

However, for teens, being gritty and having a mindset of growth can have

a significant impact on the individual upcoming life. That’s why high school teachers

need to be prepared to use some of the approach app described to help students

improve their performance and readiness to assume academic risks for

goals and find success.

When students think they can successful as learners and that its conceptual

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frameworks may closely related to that of older students who persisted, Their

trajectories can be dramatically changed with respect to post-secondary and career

choices. He discussed measures to promote mentality and Grit to succeed. i.e Story

Learning a digital literature, maps of choice, computer programmers Self-evaluation,

peer tutoring, and verbal self-guidance.

2.8.16 Scaffolding

Yantraprakorn et al. (2013) view that self-efficacy is beneficial to scaffold the

beginning distant learner. The scaffoldings used in that study were successful because

they helped students to have a better awareness of the inscription process and cope

with tough disabilities.

As a result, the scaffoldings provided to students helped them to construct their

understanding and experience of learning concepts, subjects, and actualize. The most

powerful form of self-efficacy, mastery experience, instilled confidence in students'

capacities to complete additional activities profitable and efficient. Consequently,

mastery experience efficaciously enhances students’ self-efficacy in writing.

Hopefully, this study’s findings may be subsidiary for teachers who take interest with

scaffolding student learning.

2.8.17 Teachers Self-Efficacy

Naqvi (2014) verbalized that teacher’s self-efficacy development is very necessary to

make them more efficacious, as efficacious teaching can creates in efficacious

learning. Furthermore, it is needed to work on developing and improving the self-

efficacy of learners by engendering an auspicious learning environment for this reason.

There is need of Training workshops within the organization to flourish the teaching

strategies and level.

The connection between teacher and students is the essence of a vigorous

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teacher-student relationship which is crucial for the positive effect of self-efficacy on

each other. If other factors (especially the organization) reinforce and motivate positive

plans and persuasion, this bond can lead to the desired learning outcome.

2.9 Self Efficacy related Abilities

2.9.1 Motivation

According to Maraghi et al. (2018) self-efficacy and motivation are one of the

factors which help the students in learning. Self-efficacy has powerful and strong effect on

motivation, choices, efforts and perseverance which leading to academic

achievement.an increase the academic motivation. The relationship between the

academic motivation and sub scales of self-efficacy are also significant.

Motivation is the source to stimulate and activate the mindset of the students,

so they comprehend the significance of educational learning. It is needed in academic

achievement and to gather proper knowledge of the principles and obtain good grades

in future.

According to Kapur (2018) motivation focuses on providing sources to boost

Individual mindsets in order to attain the importance of student education. He also

described that lack of motivation may cause poor academic performance but as a result

students are unable to demonstrate interest, enthusiasm, focus and readiness to learn.

In view of Kapoor (2018) parents and teachers need to motivate and enhance the

productivity in case of low academic achievement. They also need understand to

the theory properly and in the long term should will attain good grades.

Education is a tool which improves skills, abilities and knowledge among the

individuals and as a result that individual being a part of community, help community

to fulfill his desires through individuals. Or in other words one can say that all

individuals are with high self-efficacy when they are accomplishing their own desired

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goals, ultimately they are helping community and nation to improve and be

progressive.

Belief in itself is a motivating factor. Students after motivation take part in

different academic activities. With great and deep interest, they will regain their self-

confidence.Their dream might become true after determination of self-efficacy.

According to Husain et al. (2014) self-efficacy can improve the students’

academic abilities where motivation is also an important factor in developing

academic skills.

It is effective in improving educational performance for students. According to

Jamal and Bin Yunus (2017) self efficacy and motivation are the significant factors in

promoting academic excellence for students. In improving and developing

student studies, self-efficacy plays an important role.Motivation belongs to all studies.

Teachers should pay attention on and encouraging motivation of students to develop

self-efficacy.

According to Ogunmakin and Akomolafe (2013) one of the instructors' most

pressing priorities is the lack of motivation among learners .Almost all research

projects are concerned with motivation .These projects consists of structures related to

belief of students in their capacity to perform educational assignments/ tasks.

Students be sure about their skills to perform their school assignments/tasks

is a belief in self-efficacy. Ogunmakin and Akomolafe (2013) described that one way

to conceiving students beliefs about their abilities to do their school tasks is self-

efficacy beliefs.

According to Dogan (2015) students will motivate themselves to learn and to

be successful, if they are willing and have self-efficacy. They use their cognition to be

successful. Tendency towards schooling denotes an inclination towards school

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environment and schooling itself which could be related to cognitive abilities,

emotions, or attitude.

2.9.2 Self Esteem

A person’s confidence is the ability of his own behavior and motivation. It is their

will power to achieve a goal. Self-confidence can be developed from many sources e.g.

students past experiences, emotional and emotional states, their social activities etc.

According to Goulão (2014) the concept of self-confidence is related to the

belief, that every person should know their abilities to perform a given task

confidently, effectively and successfully. This concept is strongly related to result of

the task and the applied efforts.

2.9.3 Self-Regulation

Self-efficacy may be a strong indicator of mathematical achievement while the

ability to do task is like a strategies use it’s a moderately negative predictor of

achievement in mathematics. Students have their cognitive and learning abilities which

can be shown by ability to perform such students can do any task which is importance

to complete challenging tasks.

Mousoulides and Philippou (2005) suggests that self-efficacy is adaptive and

can help in the improvement of the quality of self-regulated learning. More

developmental and longitudinal research on how different motivational beliefs

influence self-regulation strategy use as well as how the use of various cognitive

strategies influences students' efficacy for learning, is needed.

2.9.4 Self Concept

Lawrence and Vimala (2013) defined self-concept as a theme of life which effects

on all activities of life. It influences all activities, performance, achievement and their

relationship. It may be positive or negative. A positive and strong self-concept will

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lead a student to success. She will be successful on the bases of her abilities. Students

can be mastered by applying degrees of attempts. School and colleges students are

impacted by the development of concept.

According to Laryea et al. (2014) students view themselves as students but

self-concept does not point out the other students’ academic performance directly. It

happens only when students are able to exert some hard efforts to learn something that

have been taught during their studies, therefore it is suggested that all people should

pay attention to develop self-confidence of the students which can effect positive self-

concept. It can be helpful in interaction. Teacher, parents and other people should g

uide help and supervise students to have their own routine for learning. Learning with

such effort boost students’ academic performance very fast. If students are physically

socially religiously economically and educationally oriented towards studies and

learning, their efforts can make better performance academically. If a student makes

use of his competencies properly and make an aim to obtain, Achievement can be

successful.

2.9.5 Dreams Approaches

A person’s ability to do task depends on her that how she is willing to do the task

how much efforts he/she will put to change her hobbies and how long she can do this

to achieve her goal and how they can handle the situations in her life to get best out of

them in some worst situation also.

The student with the ability to do and perform her task in better way make her

good learner and she will be able to perform better in his collage and school rather than

being the old traditional and conventional type student .male or female.

According to Sterritt (2016) self-efficacy is a factor to approach the dreams of a

person the self-efficacy of everyone who work according to their dreams and

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those who do not is considerably different. The connected sociotropy

difference really quite closely

Approached the threshold of significance. Relationships are also noted with influence

of a gender, parental and peer and intrinsic motivation.

2.9.6 Behavioral Engagement

The student who do not have courage to perform the task and with the fear of

failure cannot succeed in her life. She will never try to do something which looks hard

to achieve. The same fear will make him failure and he will always try to skip from

those things which have some difficulties. He will end up earlier than others without

even trying his best.

Cubukcu (2008) described that the student with the fear of failure have less

exposer to the activities compare to other students behavioral engagement something

that make him less confident with the less efforts and will never try his best too and

stop doing activities and taking a part in task which make him loose heart very quickly.

It is also very important that the person who is helping others should be able to show

his ability that how good he is to be able to learn and make connection with others.

2.9.7 Effort Persistence

Self-efficacy depends on people’s belief of doing a specific task Ability of learning

can make her confident for a task. Self-efficacy show what she can do, students are

confident for doing some specific and important tasks. According to Akram and

Ghazanfar (2014) mentioned that self-efficacy influences the type of activities

Students select to perform, effort they put onward, managing difficulties, and the level

of set goals for themselves.

According to Ein-Gar and Steinhart (2017) the repetitious aspects of a task play

a significant role in individual willingness to carry out that assignment. The results of

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this study suggest that policy makers, managers and educators can recognise specific

aspects of a task along with the time specifications of the task to structure the self-

efficacy of a person in keeping with their self–control levels and ultimately

encouraging individuals to undertake difficult tasks.

Wentzel and Miele (2009) described that ability to do task also helps to know

how much efforts people can put on an activity, how long they will try while facing all

the problems,and how well they will handle the situations. People with a strong motive

and ability to perform task can make them more efficient to perform difficult tasks as

challenges to become good in that task instead of getting stuck rather than being

master in that. They set challenging goals and try their best to achieve that, putting

more and more effort on the same going through and can be able to identify the basic

and root cause of problem and after being failure for many time also he will be able to

succeed in that task.

Schunk and Dale (2012) stated that efficiency of self can actually impact

effort, persistence and continuing to learn.Students who feel successful about learning

normally spend more effort and stay longer than students who really aren't sure about

their skills especially when they keep coming up against difficulties. These activities,

in turn, enhance communication.

2.9.8 Cognitive Engagement

According to Cubukcu (2008) learned helplessness refers to students’ own

assumption that they are not able to control their own action and the relationship

between their action and a result has no value. Those who have more abilities use more

cognitive efforts than low efficient people. However, some students just believe on

their knowledge and abilities, they do not pay attention to their cognition so self-

efficacy should be motivational engagement, when students like some activities for

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themselves so it is needed for a teacher to motivate students for their achievements.

Academic self-efficacy is interacted with cognition and non-cognitive variables (time

motivation classroom activities etc.

According to Tabak et al. (2009) self-efficacy of a student is also related to

academic Performance. Academic self-efficacy results positive achievement. Non-

cognitive variables can be activated. A task on time can be completed. For higher

education academic performance understanding and cognition of concepts are most

important.

2.9.9 Interest

According to Sivandani et al. (2013) the career options of an individual is

depend on the self-efficacy, examination preparation and interest so the greater success

can be achieved.

Self-efficacy of a student can be improved if he/she has capability and interest.

Dev (2016) stated that according to Kpolovie (2010a) it may be most powerful and

affective psychological trait if learners take interest in learning. By interest strong

knowledge can be achieved. Emotions and attractive feelings captivation sense can be

started and activated very energetically. Cognitive processes can be energized. Many

psychomotor traits such as self-regulating abilities, self–discipline, stiffer and wiser

working with maximum dedication etc. get much faster and more accurately

2.10 Efficacy-Activated Processes

Rafulia and Ramli (2018) quotes reference of Bandura (1977) the self-efficacy

of students depends on psychological process. They function and perform according to

them. A student cognition, motivation and goal setting depend on self-efficacy

activated processes.

2.10.1 Cognitive Processes

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Student’s self-efficacy may developed by cognitive processes. Student

performs according to her cognitive abilities. Bandura (1994) stated that cognitive

processes are more affected by self-efficacy and there are many forms of it. Human

behavior is activated and goals are unplanned. Self-appraisal capabilities influence

human’s goals. Stronger self-efficacy gives strength to the people to accept challenges

and make them sure to be successful.Cognitive abilities and processes enable people to

predict events of lives and their control. Effective cognitive processes are needed for

doubtful and uncertain information. Knowledge about prediction and regulation of

rules persons able to predict, test and analyze the results of their acted worked.

To deal with situational demand a strong sense of self efficacy is needed. It is also

needed to orient towards facing the failure of people.

When people faces difficult and demanding tasks, their doubtful self-efficacy

affects quality of their performance in analytical thinking but with a strong self-

efficacy analytical thinking can be good. Their inspiration can be good to accomplish a

task.

2.10.2 Motivational Processes

Motivation can be regulated when a student has self-efficacy beliefs. Cognition

generates most of the human motivation. Forward planning of actions and their

guidance need people’s motivation. They set their goals for future, design them and act

upon their setting.

Causal attributions, outcome expectancies, and cognized goals are cognitive

motivators which are influenced and operated by self-efficacy beliefs. People with

high self-efficacy blame low efforts for their failures but low efficacious people put

responsibility on low abilities. These casual attribution influences motivation. It also

affect performance and reactions.

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A person’s behavior about certain action and its outcomes produces

expectations. Such Expectation also influences motivation. People act according to

their beliefs of doing a task. Many attractive options and chances are missed when

people do not belief to have ability for them.

Challenging goals maintain motivation of efficacious people. Such processes

which influence self-efficacy operate goals on large scale then regulate motivation.

People fulfill their goals when they get self-satisfaction about a process. They get self-

satisfaction from fulfilling important goals, organizing goals for themselves enhance

cognition. Such type of motivations are led by self-satisfaction, dissatisfaction and

readjustment of goals that how people are satisfied with goals. They determine their

efforts to achieve success.

According to Uchida et al. (2018) the intelligent kids might have enhanced their

self-efficacy and achievement scores simply because they received valuable responses.

2.10.3 Affective Processes

Students face anxiety and depression in their academic environment. When they

believe on their capabilities they can manage to deal with academic depressions and

tasks. Student’s health influence self-efficacy and academic achievement.

Once students develop a sense of efficacy, they can manage difficulties without any

harmfulness.

2.10.4 Selection Processes

Students with high self-efficacy can develop environment for themselves. Self-

efficacy influences choices and selections of activities of a student as Bandura (1994)

stated that Self efficacy activated processes make people able to select a suitable and

beneficial environment for themselves. Self-efficacy influences the chosen

environment and activities of people. There are both types of activities, challenging

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and easy. People self them on the bases of their beliefs.

2.11 Related Researches on Self Efficacy and Academic Achievement

Researchers Brown et al. (1986) in their research titled “Self-efficacy in the

prediction of academic performance and perceived career options studied the

effectiveness of self-efficacy on academic achievement. They concluded that self-

efficacy is one of the variable that influences academic performance, however it

depends upon the size of practical contribution. They concluded that self-efficacy

provide sufficient information about future and predicting behavior.

Bernanke et al. (2015) concluded in their research titled “Assessing self-

efficacy in the classroom: variation and behaviors about conduct, achievement, and

learning” that able to visually analyze transmutations in self-efficacy and interactive

cognitions between efficacy and students’ knowledge.

Analyses found that most learners had significant vagaries in their self-efficacy

during the cognition activity that perceptions of self-efficacy were originally

associated with prior performance and that effects of self were first associated with

performance results.

It indicates that students improved their self-efficacy judgements over time by

adopting extra sources of assessment results such as the fluency of their solution more

analyses studying how efficacy transmutations influence future demeanor.

According to learning and performance increase in self-efficacy were linked with less

frequent resource seeking, more dominant precision during problem solution and

additional changes in the future.

The findings of these studies give confirming data and new insights into

theories of self-efficacy and self-regulated education, as well as effects on students

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 ５４

who want to improve learning by allowing students to build efficacy for individual

learners.

Mahmood et al. (2019) stated that among many other factors associated, self-

efficacy plays a significant role in improving students' student success. It is indicated

that there is an important relationship between students' self-efficacy and academic

performance while studying at the higher level of learning. The self-efficacy provides

students with determination, confidence, self-trust and encouragements to finish and

complete their daily homework and other routine educational tasks, which further

allows learners to maximize their chances of success in the exams and useful in

acquiring good marks.

Tenaw (2013) conducted research on “relationship between self-efficacy,

academic achievement and gender in analytical chemistry at Debre Markos College of

Teacher Education” in his study he concluded that there's no big variation in self-

efficacy between males and females.

However self –efficacy of female students is marginally higher than male and

Self efficacy and success is related Positive and significant.

Dogan (2015) in his study titled “Student Engagement, Academic Self-efficacy

and Academic Motivation as Predictors of Academic Performance” concluded that

academic motivation and cognitive engagement predict academic performance

although Strong and extensive resemblance between educational attainment and self-

efficacy exists. He concluded that students can be successful if their cognitive

activities are fulfilled on the basis of their use of self-efficacy.

Olufemi et al. (2013) conducted research on “Academic Self-Efficacy, Locus of

Control and Academic Performance of Secondary School Students in State, Nigeria”

.They concluded that academic self-efficacy has a great influence on academic

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 ５５

achievement. Significant steps and programs should be planned and taken in the school

at secondary level to develop or improve academic self-efficacy of students. However

parents, Psychologist and school administration can develop and enhance self-eff`icacy

of students which leads to academic achievement.

Cubukcu (2008) concluded in his research titled “A study on the correlation

between self-efficacy and foreign language learning anxiety” that on the basis of

self-efficacy students come to know about their success and future. He concluded

that academic self-efficacy emphases more in student’s judgement of their

capability.

Tiyuri et al. (2018) conducted study on “Research self-efficacy and its

relationship with academic performance in postgraduate students of Tehran University

of Medical Sciences in 2016”.In their study they concluded that there is no large

difference between males and females in their education but there is a clear

association between their self-efficacy and academic performance. The improvement

of self-efficacy may result in good academic achievement.

Van et al. (2011) in their study titled Factors affecting student’s self-

efficacy in higher education” concluded that self-efficacy has a diverse effect

on higher educational programs and academic achievement. Situational and

instructional factors effect on self-efficacy. Cognitive theory influences students’ self-

efficacy. Educational programs, cognition, past experiments, past information, verbal

persuasion, and high potential and instructional strategies affect self-efficacy.

Honicke and Broadbent (2016) study on “The influence of academic self-

efficacy on academic performance” concluded that at higher level education is very

important. It is dependent on many variables and factors. Self-efficacy is one of the

important variable. Academic performance and self-efficacy are correlated for goal

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 ５６

orientation, manipulation and improvement of academic self-efficacy. Self-efficacy

can result good academic performance. Casual and understandable pattern of self-

efficacy and academic achievement can be established so good result can be achieved.

Verešová and Foglová (2018) concluded in their study titled “Academic Self-Efficacy,

Approach to Learning and Academic Achievement. In students metacognition process,

self-efficacy of student and her teacher role are important. Teachers also provide

opportunities to build self-efficacy of students and make them successful. A positive

evaluation of teacher increases student self-efficacy and enhance her self-concept to be

successful academically. Student’s professional orientation and determination of future

choices is significantly affected by student’s self-efficacy. Student’s self-efficacy

enhance her self-confidence.

Hasan et al. (2014) concluded that Self- efficacy is key principle in social

cognitive theory that encourages learners to recognize their own ability to properly

solve a task or learn an exercise or achieve objectives at the optimal level.

Uchida et al. (2018) concluded in their study” An induced successful and

prosperous activity and performance enhances student self-efficacy and motivates and

boosts academic achievement” that a single experience of success would promote

students’ self-efficacy.

Yokoyama (2017) conducted a study on “Effect of Academic Self-Efficacy on

Academic Achievement of Online Foreign Language Learning”. He concluded that

academic self-efficacy and academic performance are correlated to each other. He

stated on the bases of his study that there is significant interaction between academic

self-efficacy and academic achievement. A student with high self-efficacy may

perform well in all types of tests.

Mulyadia et al. (2016) expressed in the study denominations “The contribution

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 ５７

of parent-child relationship, identity, and academic self-efficacy in academic stress”

that level of stress experienced by home schooling students is influenced by a grouping

of parents child/children relationship, self-esteem, and academic self-efficacy.

However, self-esteem has a powerful effect on academic stress, whereas the others do

not.

Safaria and Ahmad (2013) concluded in their study on the Effects of Self-

Efficacy on Students Academic Achievement that students with high self-efficacy

achieve better goals than individuals with low self. Individuals with high self-efficacy

believe that on a subtraction test they can achieve a higher score than research

student with low self-efficacy. In other words,Individuals With high self-efficacy think

bigger number of numerical problems can be solved.

The other finding stated that positive-self efficacy students would prefer

complex course work than low-self-efficacy research respondents. In other words,

Students with a high degree of self –efficacy will in future choose complicated

study courses. Based on studies locating we advise that for destiny look at its miles

wished big sample for excellent result.

Tus (2019) concluded in a research titled “Students’ Personality, Self-Efficacy,

and Its Impact on the Academic Performance of the Senior High School “that the

students were still in the process of developing themselves as manifested on the results

of their personality and self-efficacy. This may be a good commencement point on

amending more on their relationship with their families and to adapt to the changes

brought by their circumvention. Moreover, the caliber of academic performance of the

senior high school students was mostly praiseworthy which shows that the students

need guidance to perform and response more in class.

2.12 Limitations of Study

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 ５８

Firstly data is collected in schools which are located in some sectors of

Islamabad although there are also other schools working also in other cities. Only few

Islamabad model institutions are selected for data collection because toward a limited

resources and time so because this study does not analyses the effect of interactions of

Pakistan as a whole this can be termed a study limitation. Because the sense of self

efficacy is uncommon in Pakistan, students may emphasize this kind of self-efficacy as

a result of the reference group. Only survey questionnaires were chosen as the second

mode of gathering data. (Anex.C). No interviews of students, teachers or parents are

taken. If suitable interviews are arranged, in-depth evaluation may be acquired.

2.13 Summary

Bandura claims self-efficacy as foundation of academic achievement.

Academic achievement in school is normally accepted as outcome of teaching

learning process and care of overall development of education components of self-

efficacy are behavioral capability, observational learning, reinforcement, dimensions

of self-efficacy includes magnitude, strength generality while high self-efficacy

(internal locus of control) and low self-efficacy (external locus of control) are

characteristics of self-efficacy Sources of self-efficacy include 1) social persuasion

2) past experiences/performance 3) Psychological status/emotional status 4) Genetics.

Building self-efficacy is an important concern of teachers. Cherry (2017)

suggests to 1) celebrate success 2) observe others 3) seek positive affixations and 4)

pay attention to your thoughts and emotions to build self-efficacy, motivation, self-

esteem, self-regulation. Self-concept ,dream approaches, behavioral engagement

effort persistence, cognitive engagement, interest are abilities related with self-

efficacy, Students cognition, motivation and goal setting depends upon self-efficacy

activated processes. Researches on self-efficacy and academic achievement show a

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 ５９

diverse association between the two variables.

2.14 Conclusion

The literature review pointed out that the student’s ability to cope with

challenges and to solve problems easily is related with past experiences also. Student’s

observation and self-concept play an important role in developing self-efficacy of

students it also shows that many other abilities like self-esteem, cognitive engagement,

interest etc. are also related with self-efficacy and such abilities can be helpful to be

successful academically. Review shows that people with positive self-efficacy depends

mostly on their abilities and skills. They confidently carry out their daily tasks. On the

other hand people with low self-efficacy blame external environment and lack of

facilities and support to initiate and perform. As many researcher studies about self-

efficacy and academic achievement so there is strong and considerable resemblance

between educational attainment and self-efficacy.

The researchers pointed in their studies that those students with high self-

efficacy are confident and intelligent and can control over their own learning

experiences. They perform better in the class. They take advantages from their

experiences. The researchers stated in their studies that the students with low self-

efficacy stay away from academic interactions and difficult academic tasks.

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 ６０

2.15 Theoretical Framework

Fig 2.15
Theoretical Framework

According to Adom et al. (2018) the theoretical framework provides a generic

or broad set of ideas to which a study might be classified. It is founded on literature-

based theory/theories that have been examined and validated by other scholars. It

takes the shape of a model that revolves around a study, its followers, and the findings

of their study. Self-efficacy individual’s belief in her capacity which are needed to

perform. It is central to Albert Bandura’s social Cognitive Theory. According to this

social Cognitive theory there are two determinants self-efficacy and outcome .Here in

this construct refers to academic achievement of students. Self-efficacy is developed

by four main sources i) vicarious experiences ii) social experiences iii) past

experiences and iv) Physiological expectancies. These all join together to influence

students achievement in the examination.

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CHAPTER 3

METHODOLOGY

According to Irny and Rose (2005) methodology is the systematic,

thematic analysis of the strategies used during the study fields so in details of

population, sample, sampling technique and tools, tools validation, data collection and

analysis of data are being presented in this chapter.

Research is the first and foremost associated with methodology as per Jonker

and Pennink (2010).The word methodology comes from Greek methods meta hodos,

so methodology is the way along which ori n other words, expected to complement

a certain direction. So methodology is the way which will be followed by researchers

to achieve a certain results.

Methodology rewards users by providing information that can be used to plan,

review, and control projects. Methodologies are mainly made up of the providing an

opinion on what needs to be settled, defining methodologies for what needs fixing and

when it needs to happen Methodology can be taken as an action to indicate the main

path to the destination but without specifying the individual steps. This is also

description of logics behind the adopted steps in a research.

3.1 Design of the study

Research design is framework or set of methods and procedures used to collect

the data and analyze the data for a specific research.

According to Stangor and Walinga (2018) collection, examination and

interpretation of data is the specific method which is used by a researcher is called

research design while according to Akhtar (2016) a study is only reasonable when

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something is correct or true to infer from that research study and researcher does thing

which is important for a scholar to do research is action plan which constitute the

outline of collection, measurements and analysis of data.

Research design is based on some methodology. Then researcher decides the

topics. Problems and plans to do it. The researcher briefs ideas properly, and identify

things properly and frames in a shape reliable and exact research design is very

important before starting any research so there are more possibility to reach the goal of

our research. There can be smooth and understandable procedure.

Research design is map for any research. If we prepare suitable research design

researcher we use can yield maximum information by using less energy, it will reduce

time consumption, money and physical efforts.

This study is descriptive in nature. Descriptive co-relational design was applied.

According to Akhtar (2016), descriptive research is also known as statistical

research and it is used to provide a snapshot of people's general feelings, feelings, or

behavior. It is used to identify and collect information on the performance of a certain

issue, such as a community, group or person. In other words, it may be said that this

form of studies describes social events, social structure and social situations etc.

As per Jacob et al. (2010) correlational research can give us a chart which can

show us the values in bot direction and strength of relationship among variables. This

index is referred as correlation coefficient. There is interpretation of both positive and

negative signs and its size has equal importance.

As per the Simon et al. (2011) the correlational analyzers search one or more

group of different people to know the various things, which is different and same at the

same time in their natural presence. Correlation design investigates the relationship

between variables of research. Its shows the characteristic are almost same in various

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 ６３

type of relationship. In this study researcher mentions the self-ability of every student

is independent variable and their academic success was dependent variable.

3.2 Population of Study

According to McMillan (1996) the population is a group of elements from

which the data is obtained, or a complete set. According to Jacob et al. (2010) a

density of people is known as the participants or members of any well-defined class of

people, programs, or the other things.

There are 34 Islamabad model institutions for girls, 22 are titled as Islamabad Model

schools for girls and remaining 12 are known as Islamabad Model Colleges for girls.

Total students of these institutions were 4276. Population of students in these

institutions is as under

1) 2156 Students in Islamabad Model School for Girls.

2) 2120 Students in Islamabad Model College for Girls.

Table 3.2.1
Population from Islamabad Model Schools for Girls

S.No Institutions. Population

1 I.M.S.G. ( Class I-X), G-6/1-3 129
2 I.M.S.G.( Class VI-X), G-6/2, 164
3 I.M.S.G.( Class I-X), PRESIDENTIAL ESTATE 71
4 I.M.S.G.( Class VI-X), G7/1 153
5 I.M.S.G. ( Class VI-X), G7/2 127
6 I.M.S.G.( Class VI-X), F7/2 138
7 I.M.S.G. ( Class VI-X), F6/1 91
8 I.M.S.G. ( Class I-X), G5, PMS Colony 31
9 I.M.S.G. ( Class VI-X), E8/3 121
10 I.M.S.G. ( Class I-X),E.9 31
11 I.M.S.G. ( Class VI-X), G8/2 52
12 I.M.S.G. ( Class VI-X), G9/3 122

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 ６４

13 I.M.S.G. ( Class VI-X), G9/4 57

14 I.M.S.G. ( Class I-X), G9/1 52
15 I.M.S.G. ( Class VI-X), G10/1 79
16 I.M.S.G. ( Class I-X) G10/3 56
17 I.M.S.G. ( Class I-X), G.11/2 20
18 I.M.S.G. ( Class I-X), F11/1 63
19 I.M.S.G. ( Class VI-X), G11/1 99
20 I.M.S.G. ( Class VI-X), I8/1 174
21 I.M.S.G. ( Class VI-X), I.10/4 191
22 I.M.S.G. ( Class VI-X), I.9/4, 135
Total 2156

Table.3.2.2
Population from Islamabad Model Colleges for Girls

S.No Institutions Population

1 Islamabad Model College for Girls(IMCG) ( Class VI-XII) G6/1-4 234
2 Islamabad Model College for Girls(IMCG) ( Class VI-XII), G8/4 136
3 Islamabad Model College for Girls(IMCG) ( Class VI-XII), G9/2 98
4 Islamabad Model College for Girls(IMCG) ( Class I-XII), I9/1 187
5 Islamabad Model College for Girls(IMCG), F6/2 223
6 Islamabad College for Girls(ICG), F6/2 307
7 Islamabad Model College for Girls(IMCG), F7/4 172
8 Islamabad Model College for Girls(IMCG), F8/1 105
9 Islamabad Model College for Girls(IMCG), G10/2 146
10 Islamabad Model College for Girls(IMCG), I10/4 214
11 Islamabad Model College for Girls(IMCG), I8/4 149
12 Islamabad Model College for Girls(IMCG), F10/2 149
Total 2120

Table 3.2.3

Population

S.NO Colleges sample

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 ６５

1 Islamabad Model School for Girls 2156

2 Islamabad Model colleges for Girls 2120
Total 4276

3.3 Sample

According to Cheser et al. (2010) a small group of people that is observed is

called as a sample. A sample is a small group of people that they use to analysis

because they cannot spend there all money and time to research the whole population.

Generally it is even not needed to study all the population to get the data but on the

other hand it is important to get an individual who can represent the group of the same.

It is important to get the proper information from the confident individuals on related

research. Sample must represent the confidence and general abilities of all population.

It is very important that everyone who is the part of this research should represent the

group of people involved in research work. Population represent the concerned number

of people.

Majid (2018) stated that the sample size is the study’s target population that It

intends to observe or treat. In scientific trials, it's miles frequently now no longer

suitable or sustainable to recruit the complete population of interest. Instead, researcher

will identify a sample from the target population for their investigation. It's critical to

determine the important features of the target group, such as age, ethnicity,

socioeconomic status, educational attainment, marital status, and employment status.

Analyzing the features of the "ideal" study participant is a useful approach to evaluate

the target population. Eligibility criteria, study setting, and the sampling strategies that

will optimize recruitment and retention.

3.4 Sampling Technique

To get the perfect sample it is important so segregate them into the group and

then select the required one form them. In this study stratified sampling technique was

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 ６６

considered. Stratified sampling is probability sampling, According to Creswell (2012)

in stratified sampling researchers divide (stratify) the population on same

characteristics and the using simple random sampling. (p.144)

While McMillan (1996) views stratified sampling is a modification of either

simple random or systematic sampling is first to divide the population into

homogeneous subgroups and then select subjects from each subgroup, using

simple random or systematic procedures, rather than the population as a whole.

This is termed stratified sampling. Stratified sampling is used to ensure that an

adequate number of subjects from the various subgroups are selected.

According to Fricker (2012) in order to select a stratified random sample the strata

must be clearly specified. Following are necessary to considered.

I. Sampling units can only be in one strata.

ii. Strata must has information regarding whole population.

iii. Non-overlapping commodities into which each sampling unit must be tabulated.

Stratified sampling was used because of

1. More precision

i. Strata is relatively homogenous. This reduces the variance and causes precision.

ii. Precise and better information can be achieved.

iii. Utmost accuracy.

2. Estimates (of a particular precision) required for subgroups.

i. It can be helpful in meeting survey’s objectives from small strata.

ii. To get sufficient observations from small strata.

3. Cost

When the population is stratified into relevant grouping than it helps in reducing cost

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 ６７

per observation. For selection of size of sample of the study Saunders et al. (1995) was

used so sample size of population 4276 is 313.

Sampling this study are made into two stages .i.e. multistage

1st stage is stratified and second stage random sampling techniques was used.

In first stage population was divided into two strata, one was Islamabad Model Schools

for Girls, the other strata was Islamabad Model Colleges for Girls. Detail is being

given below.

Table.3.4.1

Sample from Islamabad model schools for Girls

S.No Schools Sample

1 IMSG. ( Class I-X), G6/1-3 9

2 IMSG.(Class VI-X), G6/2, 13
3 IMSG (Class I-X), PRESIDENTIAL ESTATE 5
4 IMSG. (Class VI-X), G7/1 12
5 IMSG. (Class VI-X), G7/2 9
6 IMSG. (Class VI-X), F7/2 11
7 IMSG.(Class VI-X), F6-1 7
8 IMSG. (Class I-X), G.5, PMS Colony 3
9 IMSG. (Class VI-X), E8-3 8
10 IMSG. (Class I-X),E.9 3
11 IMSG.(Class VI-X), G8-2 4
12 IMSG. (Class VI-X), G.9-3 7
13 IMSG.(Class VI-X), G.9-4 5
14 IMSG. (Class I-X), G.9-1 4
15 IMSG. (Class VI-X), G.10-1 6
16 IMSG. (Class I-X) G.10-3 4
17 IMSG. (Class I-X) G.11-12 2

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 ６８

18 IMSG.(Class I-X) F.11-1 5

19 IMSG.(Class VI-X) G.11-1 7
20 IMSG. (Class VI-X) I.8-1 14
21 IMSG. (Class VI-X) I.10-4 16
22 IMSG.(Class VI-X), I.9-4 10

Total 164

Table.3.4.2

Sample from Islamabad model Colleges for Girls

S.No Colleges Sample

1 I.M.C.G, F-6-2 16
2 I.C.G, F-6-2 21
3 I.M.C.G, F-7-4 12
4 I.M.C.G, F.8-1 8
5 I.M.C.G, G.10-2 10
6 I.M.C.G, I.10-4 15
7 I.M.C.G, I.8-4 10
8 I.M.C.G, F.10-2 10
9 I.M.C.G (Class I-XII), I.9-1 13
10 I.M.C.G (Class VI-XII), G.9-2 8
11 I.M.C.G (Class VI-XII), G.8-4 10
12 I.M.C.G. (Class VI-XII) G6/1-4 16

Total 149

So sample was

 Islamabad model Schools for Girls :164

 Islamabad model Colleges for Girls :149

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 ６９

Table 3.4.3

Sample

S.NO Colleges sample

1 Islamabad Model School for Girls 164
2 Islamabad Model colleges for Girls 149
Total 313

Table.3.4.4

Institution wise population and sample.

S.No Institutions (Schools & Colleges) Population Sample

1 I.M.S.G. ( Class I-X), G-6/1-3 129 9
2 I.M.S.G.( Class VI-X), G-6/2, 164 13
3 I.M.S.G.( Class I-X), PRESIDENTIAL ESTATE 71 5
4 I.M.S.G.( Class VI-X), G7/1 153 12
5 I.M.S.G. ( Class VI-X), G7/2 127 9
6 I.M.S.G.( Class VI-X), F7/2 138 11
7 I.M.S.G. ( Class VI-X), F6/1 91 7
8 I.M.S.G. ( Class I-X), G5, PMS Colony 31 3
9 I.M.S.G. ( Class VI-X), E8/3 121 8
10 I.M.S.G. ( Class I-X),E.9 31 3
11 I.M.S.G. ( Class VI-X), G8/2 52 4
12 I.M.S.G. ( Class VI-X), G9/3 122 7
13 I.M.S.G. ( Class VI-X), G9/4 57 5
14 I.M.S.G. ( Class I-X), G9/1 52 4
15 I.M.S.G. ( Class VI-X), G10/1 79 6
16 I.M.S.G. ( Class I-X) G10/3 56 4
17 I.M.S.G. ( Class I-X), G.11/2 20 2
18 I.M.S.G. ( Class I-X), F11/1 63 5

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 ７０

19 I.M.S.G. ( Class VI-X), G11/1 99 7

20 I.M.S.G. ( Class VI-X), I8/1 174 14
21 I.M.S.G. ( Class VI-X), I.10/4 191 16
22 I.M.S.G. ( Class VI-X), I.9/4, 135 10
23 Islamabad Model College for Girls(IMCG)(Class VI- 234 16
XII) G6/1-4
24 Islamabad Model College for Girls(IMCG)(Class VI- 136 21
XII), G8/4
25 Islamabad Model College for Girls(IMCG)(Class VI- 98 12
XII), G9/2
26 Islamabad Model College for Girls(IMCG) ( Class I- 187 8
XII), I9/1
27 Islamabad Model College for Girls(IMCG), F6/2 223 10
28 Islamabad College for Girls(ICG), F6/2 307 15
29 Islamabad Model College for Girls(IMCG), F7/4 172 10
30 Islamabad Model College for Girls(IMCG), F8/1 105 10
31 Islamabad Model College for Girls(IMCG), G10/2 146 13
32 Islamabad Model College for Girls(IMCG), I10/4 214 8
33 Islamabad Model College for Girls(IMCG), I8/4 149 10
34 Islamabad Model College for Girls(IMCG), F10/2 149 16

Total 4276 313

3.5 Academic Achievement Record

SSC level Annual result 2019 of class 9th of Federal Board of Intermediate and

secondary education was recorded and saved. Annual result is considered as students’

academic achievement. Annual result was classified as excellent, good, satisfactory

and poor academic achievement.

Excellent academic Achievement. =71% to 100%

Good Academic Achievement. =61% to 70%

Satisfactory Academic Achievement. 40% to 60%

Poor Academic Achievement. =below 40%

313 questionnaires were distributed. Out of 313, 255 responded and their academic

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achievement was drawn from the Gazette of FBISE (2019) (Anx D)

The detail is being given in Table 3.5

Table.3.5

No. of Students in each Level.

S.NO No. of
Levels
students(Respondents)
1 Excellent Academic achievement 105
2 Good Academic achievement 76
3 Satisfactory Academic achievement 52
4 Poor Academic achievement 22
Total 255
3.6 Research Tool and Its Development

General Self efficacy scale of Schwarz and Jerusalem was adopted after taking

permission from the developers by sending request in an email thus the permission was

sought. (Anx. A)

As per the Mlkva et al. (2016) standardization is very important for the

improvement of any organization. Standardization is very helpful tool

Making improvement in the quality of work standard is a never ending process. But it

can affect the variables of work and improve the quality of the product and processes.

Quality of products improves. Quality of resultant products improve on periodic basis

and lesson learned for each production will become base line for future product.

The improvement in standard makes a baseline for new process or

standardization. It’s a continuous process to standardize a work or tool. The General

Self efficacy Scale is a standardized tool developed by Ralf Schwartzberg and J

Matthias Jerusalem (1995) which has 10 statements. It was adopted to collect data but

this scale was tried out on small scale before use.

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 ７２

General Self-efficacy scale response format is

1. Not at all true (if students totally disagree with statement)

2. Hardly true (if students hardly agree with statement)

3. Moderately true (if students agree with statement to some extent)

4. Exactly true. (if students totally agree with statement)

Schwarze and Jerusalem (1995) referred that the total score is calculated by finding the

sum of the all items. For the GSE, the total score ranges between 10 and 40, with a higher

score indicating more self-efficacy.

Scoring is given as Not at all true (1), hardly true (2), moderately true (3),

exactly true (4) Mean greater than 2.5 was considered as favorable. The total score was

calculated by finding the sum of the all items.

In the study score from 30 to 40 was considered as high self-efficacy and below 30 as

low self-efficacy of the students (26.6 % low self-efficacious and 73% high self-

efficacious)

Self-efficacy of 255 students were calculated by general self-efficacy scale.

Coding of their achieved scores was done on SPSS-20.Self efficacy was classified as

following.

Highest self-efficacy = 35 to 40

Moderate Self efficacy = 26 to 34

Lower Self efficacy = 20 to 25

Lowest Self efficacy = 01 to 19

Below 20 score of self-efficacy was coded 1, 20 to 25 was coded 2, 26 to 35

was coded 3 and 35 to 40 was coded 4.Those students whose self-efficacy were above

35 got code 4. They were considered high self-efficacious. Their annual results were

also coded according to their percentage. 2 to 4 coding in annual result shows

７２
 ７３

successful academic achievement and positive response e.g. student No.1 scored 4 in

self-efficacy scale which shows high self-efficacy of that student. She also achieved

code 4 in academic achievement which shows her self-efficacy effect on academic

level.

3.7 Evaluation of instrument

Validity and reliability are both related to complexities and are used for measur

ing instrument evaluation.

3.7.1 Validity

According to Jacob et al. (2010) the process of gathering evidence to support

(or not support) a specific interpretation of test results is called verification. It must be

proved that the conclusions drawn from the test results are appropriate. A lot of

research may be needed to prove the validity of these score-based explanations while

according to Heale and Twycross (2015) validity is such a degree to which the term is

evaluated correctly in a quantitative review.

There are three forms of validity.

3.7.1.1 Content Validity.It evaluates whether the instrument correctly specifies al

of the data that the variable should be.

3.7.1.2 Construct Validity. It refers to how conclusions can be derived on academic

results in relation to the study being examined. For example, if a person has a

high performance on an anxiety assessment test, does he really have a great deal

of anxiety? In another example, evaluating math knowledge can perhaps be a test of

medication knowledge that includes amount calculations.

There are three forms of facts that can be used to prove the validity of a

research instrument:

1. Homogeneity. Meaning that the instrument measures one construct.

７３
 ７４

2. Convergence This happens when parameters similar with those of other

instruments are evaluated by the instrument. This would not be possible, but there are

no similar benefits available. Theory proof-this is noticeable when behavior is equal to

the theoretical principles of the instrument evaluated structure.

3.7.1.3 Criterion Validity. One parameter is any other device which measures the

same variable.

Correlations may be made to assess the degree to which the various instruments exami

ne the same variable.

Criterion validity is measured in three ways:

i. Convergent validity indicates that is a clear association between an instrument

and instruments that calculate similar variables.

ii. Divergent validity indicates the methods that evaluate different variables are

poorly correlated to an instrument. In this case, for instance, the correlation between

tools for measuring motivation and tools for measuring self-efficacy should be low.

iii. Predictive validity. Forecast validity means that the tool should be closely

related to future parameters. For example, the probability of a participant completing

the task should be predicted by a score of high self-efficacy relative to performing a

task.

3.7.1.4 Face validity.According to Taherdoost (2016) Face validity is a subjective

measure of a construct's institutionalization. Face validity refers to how closely and firmly a

measure appear to be linked to a given construct in the eyes of non-experts such as test

takers and legal advisors. That is, a test's material has face validity if it appears to be relevant

to the individual taking it. It assesses the questionnaire's look in terms of reliability,

intelligibility, style and formatted uniformity and the accuracy of the language utilized.

To test face validity, a dichotomous scale with categorical options of "Yes" and

７４
 ７５

"No" can be applied, with "Yes" and "No" indicating an internal and external item,

respectively. The term "favorable item" refers to an item that is objectively ordered and

can be favorably recognized as belonging to the relevant class.

Researchers have no direct qualification of this constructs. To quantify these

hypothetical constructs, he/she should peregrinate from theoretical to an empirical

domain. That’s why one utilizes an operational definition to measure and quantify the

construct.

Golafshani (2003) stated that the use of reliability and validity is common in

quantitative data and is now being reviewed in the qualitative research methodology.

Because reliability and validity are founded in a realist viewpoint, they should be

revised for their application in a naturalistic approach. The use of reliability and

validity is typical in quantitative data and is now being examined in the qualitative

research methodology. Because reliability and validity are founded in a positivism

viewpoint, they should be defined for their application in a research method.

3.7.2 Validation of Tools

50 students were randomly selected to collect data. For validation process.

These students were not included in actual launch. Their response to the scale was

presented to the panel of three experts. They did not suggest any change in it.

3.8 Reliability

According to Livingston et al. (2018) Reliability is actually the stage where

arbitrary elements do not disturb the test results. Haphazardly it is the standard of

execution of the candidates that is independent of

1. Date and time of inquiry

2. Specific interrogation or quires

3. Particular scales that compute feedback of the apprentice

７５
 ７６

Results are authentic and compatible to the level

1. unlike instance of conducting

2. unlike test's volume, having variety of quires or issues that are plot to compute the

like common expertise or kind of comprehension.

3. unlike results of the candidates answers by different computers

According to Heale and Twycross (2015) reliability has following attributes.

Attributes A collected data that show the values and its need in that database

Homogeneity State of being of a similar kind or having a uniform structure or

composition throughout

Stability Firmness in a position or continuance

Equivalence The condition of being equal or equivalent among responses of multiple

users of an instrument.

Reliability of a test may be smooth on one extent and may rough on other. The

strenuous level of questions in a test may make it harder to attempt for one group and

facile level may make it too easy for the larger part of attempt.

3.8.1 Cronbach’s Alpha

According to Bonett and Wright (2015) Cronbach’s alpha is one of the most

commonly used reliability measures in social and organizational sciences. Cronbach's

alpha reliability describes the reliability of the sum (or average) of measurements

which can be represented by measurements, evaluators, opportunities, alternative

forms, or questionnaires/test items. It is also known as “Cronbach alpha” after Lee

Cronbach, he developed it in 1951.Coefficient Alpha has enormous uses/applications

Healed and Twycross (2015) said that the Cronbach alpha” results between 0 and 1.

The most appropriate score is 0.7 and higher than this.

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 ７７

Table.3.8.1.1
Analysis of Try out

Means and Std Deviation

S.No Statement Mean Std. Deviation N

1 I can always manage to solve difficult problems
3.28 .83 50
if I try hard enough.
2 If someone opposes me, I can find the means and
3.20 .90 50
ways to get what I want.
3 It is easy for me to stick to my aims and
2.70 1.03 50
accomplish my goals.
4 I am confident that I could deal efficiently with
2.88 1.06 50
unexpected events.
5 Thanks to my resourcefulness, I know how to
3.12 .71 50
handle unforeseen situations.
6 I can solve most problems if I invest the
3.06 .76 50
necessary effort.
7 I can remain calm when facing difficulties
2.92 .89 50
because I can rely on my coping abilities.
8 When I am confronted with a problem, I can
3.28 .92 50
usually find several solutions.
9 If I am in trouble, I can usually think of a
3.36 .74 50
solution.
10 I can usually handle whatever comes my way. 3.26 .77 50

n=50

If one divide the set values to substandard then it gives the close values which one sets.

According to these tables there is difference between mean value and standard

deviations. It shows high value standard deviation which shows that the values of all

statements spread-out over a wider range. A student ability increases the reliability.

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 ７８

Table 3.8.1.2

Mean, variance and standard deviation of items

Mean Variance Std. Deviation

31.06 66.83 8.17

n=10

Table.3.8.1.3

Summary of Items

Maximum /
Mean Minimum Maximum Range Variance
Minimum
Item Means 3.10 2.70 3.36 .66 1.24 .04
Item Variances .76 .51 1.12 .61 2.18 .045
n=10

Table.3.8.1.4
Item-Total Statistics( Correlation and Cronbach alpha)

Corrected
Scale Scale Squared
Item- Cronbach's
Mean if Variance if Multiple
Statements Total Alpha if Item
Item Item Correlatio
Correlatio Deleted
Deleted Deleted n
n
I can always manage to
solve difficult problems if I 27.78 54.46 .94 .96 .98
try hard enough.
If someone opposes me, I
can find the means and 27.86 53.55 .94 .94 .98
ways to get what I want.
It is easy for me to stick to
my aims and accomplish 28.36 51.74 .94 .93 .98
my goals.

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 ７９

I am confident that I could

deal efficiently with 28.1800 51.29 .94 .92 .98
unexpected events.
Thanks to my
resourcefulness, I know
27.9400 56.50 .90 .95 .98
how to handle unforeseen
situations.
I can solve most problems if
28.0000 55.67 .92 .95 .98
I invest the necessary effort.
I can remain calm when
facing difficulties because I
28.1400 54.08 .90 .87 .98
can rely on my coping
abilities.
When I am confronted with
a problem, I can usually 27.78 53.40 .92 .92 .98
find several solutions.
If I am in trouble, I can
27.70 55.88 .92 .95 .98
usually think of a solution.

I can usually handle

27.80 55.71 .90 .91 .98
whatever comes my way.

3.9 Result of Reliability Test

Then the reliability of the data was tested in Cronbach alpha. Cronbach’s alpha result

was 0.986 which showed high reliability. As for the value 0.7 it is satisfactory, for 0.8.

It is good, 0.9 is best and more than 9 is outstanding. It is highly reliable.

The reliability score of the instrument is given in Table 3.9Table 3.9

Reliability test

Standardized Items
Cronbach's Alpha
Cronbach's Alpha

.986 .986 n=10

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 ８０

3.10 Data Collection

The data was collected from sampled population. Researcher visited the

Federal Directorate of Education for a directive letter to Institutions. Academic

achievement was acquired from their yearly result gazette of Secondary School

Certificate Examination, 2019, while participants were informed through an

introduction letter describing the details.

3.11 Data Analysis

The collected data was organized analyzed and integrated. Standard Deviation

and Correlation test were used to find out relationship between variables i.e. self-

efficacy and academic achievement of students.

The quantitative data of self-efficacy and academic achievement were tabulated

and analyzed on frequency, percentage, mean score, standard deviation by using SPSS

20 software, A mean score of more than 2.5 indicates agreement, while a score of more

than 1 but less than 2.5 indicates disagreement. Similarly, bigger standard deviation

numbers imply that these points are distant from the mean, while smaller values show

that the results are closely clustered around the mean. Standard deviation and

correlation were used to assess the significance of the acceptance and rejection ranges.

3.11.1 Standard Deviation

According to Othman et al. (2011) in a questionnaire simple descriptive

statistics involving mean and variance can be used for constructing validation. Item

mean and standard deviation were used to judge whether the items in each

hypothesized grouping comprised of nearby the same proportion of information about

the construct being measured or not. It also inquires whether the items have roughly

the equal standard deviation. They support equality to the net scale.

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 ８１

3.11.2 Correlation

As per Zaid (2015) the degree and direction of the relationship between two

variables is measured by correlation. Correlation does not present that a line must be

drawn between data points. Calculation of correlation coefficient, on the other hand,

simply tells how much one variable likely to change or appears to change when the

other does. There is no connection when r is 0.0. When r is positive, one variable tends

to climb into perfect agreement with another. When r is negative, one variable tends to

climb while the other tends to decline. When utilizing correlation, it is not needed to

review cause and effect.

It makes little difference which of the two or more variables is referred to as

dependent and which is referred to as independent; the degree of correlation coefficient

will remain unchanged of whether the additional two variables are modified.

The type of link is indicated by the sign (+) of the correlation coefficient. The

size of the correlation coefficient reflects the strength of the relationship. For example,

a correlation of r = 0.8 indicates a strong negative correlation (reverse trend) between

two variables, while r = 0.4 indicates a weak and strong correlation. A correlation close

to zero indicates that there is no linear relationship between two continuous variables.

As per Samuel and Okey (2015) Measurement: Correlation can be explained in terms

of its strength and direction. These two are key factors.

Strength

The strength of relationship depends on how the status will be i.e. strong

moderate and weak. A well-defined strength has 0 or 1 whatever it is perfect

relationship.

Direction

While consulting the “direction” it can be clearly said that a relationship

８１
 ８２

between one or more variables can be positive or negative. It can also be perfect,

strong. Moderate weak or spurious. It can also be negative, weak and imperfect.

Correlation is vital at .01 level. The value of correlation varies from (-1) to (+1).

Here (-1) shows negative correlation between variables whereas (+1) shows

positive correlation between variables. The significance of variable tested at the 0.98

alpha level.

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 ８３

3.12 Conceptual Framework

Understanding &learning

Activity Drive

Encouragement & help

Self-Efficacy
Challenging abilities Academi
c
Working Assignment & task Achieve
ment
Problem solving abilities

Confidence

Effort applications

Fig 3.12

Conceptual Framework

Conceptual framework is analytical tool which has variations of context

conceptual work was constructed before data collection understanding and learning

activity drive, challenging abilities ,encouragement and help, working assignment and

task, problem solving abilities, confidence and effort application are independent

variables while self-efficacy is dependent variable. Achievement in examination

depends upon self-efficacy and self-efficacy depends upon these variables: cause and

effect relationship.

This conceptual frame work represents synthesis of the related literature how

particular variables in this study are connected.

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 ８４

CHAPTER 4

DATA ANALYSIS

According to Shamoo and Resnik (2003) by applying statistical and logical techniques,

data analysis is systematic process of illustration of data. It is fruitful when the need of

conclusion arises moreover it provides help in discussion and recommendations as

well. For study quantitative data were tabulated and analyzed. Standard Deviation and

Correlation test were applied.

4.1 Analysis

313 questionnaires were distributed among the students of class 9th .Responses

of 255 students were received back. Sample size was 313.The respondent percentage

(out of 313) was 81.4%.

Table 4.1

Demographic traits of respondents

Frequency %
Female 255 100

Census Sampling Islamabad Model

136 43.4
School for Girls
Islamabad Model
119 38.0
College for Girls
Total 255 81.4
Table 4.1 shows frequency of response of both strata i.e. Islamabad Model Schools for

Girls and Islamabad Model Colleges for Girls.

８４
 ８５

Table 4.1.1

Analysis of ability to solve difficult problems

S.No Statement Level Frequency % Mean S.D

I can always manage to solve
Not at all
1 difficult problems if I try 8 3.1
True
hard enough
Hardly True 28 11.1 3.37 .802
Moderately
81 31.8
True
Exactly True 138 54.1
n=255
Table 4.1.1 confirms that 54.1 % respondents found it exactly true that that they can

manage problems by doing hard work.31.8% respondents found it moderately true

while 11.1% respondents selected the option hardly true.3.1% students found it not at

all true. The mean score is 3.37 which favours statement while the standard deviation

.802 indicates that the individual responses in the average are .802 dispersed from

mean.

Fig.4.1.1

Analysis of ability to solve difficult problems

８５
 ８６

Table.4.1.2

Analysis of ability to find means and ways

S.No Statement Level Frequency % Mean S.D

If someone opposes me, I can
Not at all
2 find the means and ways to get 10 3.9
True
what I want.
Hardly True 47 18.4 3.14 .85
Moderately
96 37.6
True
Exactly True 102 40. 0
n=255
Table 4.1.2 states that 40.0 % respondents found it exactly true that they can find the

means and ways in opposing situations...37.6% respondents found it moderately true

while 18.4% respondents selected the option hardly true.3.9% respondents found it not

at all true. The mean score 3.14 shows that respondents favored the statement while the

standard deviation .852 indicates that the individual responses in the average are .852

deviated from mean.

Figure.4.1.2

Analysis of ability to find means and ways

８６
 ８７

Table.4.1.3

Analysis of ability to accomplish goal

S.no Statement Level Frequency % Mean S.D

It is easy for me to
3 stick to my aims and Not at all True 42 16.5
accomplish my goals.
Hardly True 39 15.3 2.81 1. 034
Moderately True 100 39.2
Exactly True 74 29.0
n=255
Table 4.1.3 confirms that 29.0 % respondents found it exactly true that they can easily

accomplish their aims and goals.39.2% respondents found it moderately true while

15.3% respondents selected the option hardly true.16.5% students found it not at all

true. The mean score 2.81 shows that respondents favor the statement while the

standard deviation 1.034 indicates that the individual responses in the average are

1.034 deviated from mean.

Figure .4.1.3

Analysis of ability to accomplish goal

８７
 ８８

Table.4.1.4
Confidence in dealing with unexpected events

S.no Statement Level Frequency % Mean S.D

I am confident that I could
4 deal efficiently with Not at all True 39 15.3
unexpected events.
Hardly True 55 21.6 2.80 1. 053
Moderately
80 31.4
True
Exactly True 81 31.8
n=255
Table 4.1.4 confirms that 31.8 % respondents found it exactly true that they can deal

with unexpected situations...31.4% respondents found it moderately true while 21.6%

respondents selected the option hardly true. 15.3 % students found it not at all true.

The mean score 2.80 shows that respondents agree with the statement while the

standard deviation 1.053 indicates that the individual responses in the average are

1.053 deviated from mean.

Figure.4.1.4

Confidence in dealing with unexpected events

８８
 ８９

Table.4.1.5
Analysis of ability to handle unforeseen situation

S.no Statement Level Frequency % Mean S.D

Thanks to my resourcefulness,
Not at all
5 I know how to handle 20 7.8
True
unforeseen situations.
Hardly True 37 14.5 2.95 .840
Moderately
135 52.9
True
Exactly
63 24.7
True
n=255
Table 4.1.5 confirms that 24.7 % respondents found it exactly true. .52.9% respondents

found it moderately true that they can handle unforeseen situations. While 14.5%

respondents selected the option hardly true. 7.8 % students found it not at all true. The

mean score 2.95 describes that respondent favored the statement while the standard

deviation .840 shows that the individual responses in the average are .840 dispersed

from mean.

Figure.4.1.5

Analysis of ability to handle unforeseen situation.

８９
 ９０

Table.4.1.6
Analysis of investment of efforts to solve problems
S.no Statement Level Frequency % Mean S.D
6 I can solve most problems if Not at all True 1 4
I invest the necessary effort.
Hardly True 32 12.5 3.51 .726
Moderately 58 22.7
True
Exactly True 164 64.3
n=255
Table 4.1.6 confirms that 64.3 % respondents found it exactly true that they can solve

problems if invest necessary efforts...22.7 % respondents found it moderately true

while 12.5% respondents selected the option hardly true.4% respondents found it not

at all true. The mean score 3.51 presents that respondents favored the statement while

the standard deviation .802 indicates that the individual responses in the average are

.802 deviated from mean.

Figure.4.1.6

Analysis of investment of efforts to solve problems

９０
 ９１

Table.4.1.7
Ability to solve difficulties
S.no Statement Level Frequency % Mean S.D
I can remain calm when facing
Not at all
7 difficulties because I can rely 24 9.4
True
on my coping abilities.
Hardly True 47 18.4 2.95 .942
Moderately
101 39.5
True
Exactly True 83 32.5
n=255
Table 4.1.7 confirms that 32.5 % respondents found it exactly true.39.5% respondents

found it moderately true that they can remain calm and rely on their abilities in case of

difficulties. While 18.4% respondents selected the option hardly true. 9.4% students

found it not at all true. The mean score 2.95 indicates that respondents favored the

statement while the standard deviation .942 shows that the individual responses in the

average are

.942 Dispersed From mean.

Figure.4.1.7

Ability to solve difficulties

９１
 ９２

Table 4.1.8

Analysis of ability to find solutions of problems

S.no Statement Level Frequency % Mean S.D

When I am confronted with a
8 problem, I can usually find Not at all True 11 4.3
several solutions.
Hardly True 48 18.8 3.12 .861

Moderately True 96 37.6

Exactly True 100 39.2

n=255

Table 4.1.8 confirms that 39.2 % respondents found it exactly true that they can find

solutions when confronted with problems.37.6% respondents found it moderately true

while 18.8% respondents selected the option hardly true. 4.3% students found it not at

all true. The mean score 3.12 describes that respondents favored the statement while

the standard deviation .861 indicates that the individual responses in the average are

.861 dispersed the mean.

Figure.4.1.8

Analysis of ability to find solutions of problems

９２
 ９３

Table.4.1.9

Analysis of ability to find solutions in troubles

S.no Statement Level Frequency % Mean S.D

If I am in trouble, I can Not at all
9 15 5.9
usually think of a solution True
Hardly True 28 11. 0 3.33 .893
Moderately
70 27.5
True
Exactly
142 55.7
True
n=255
Table 4.1.9 confirms that 55.7 % respondents found it exactly true that that they can

think of a solutions in troubles.27.5% respondents found it moderately true while

11.0% respondents selected the option hardly true. 5.9% students found it not at all

true. The mean score 3.33 shows that respondents favored the statement while the

standard deviation .893 shows that the individual responses in the average are .893

deviated from mean.

FIgure.4.1.9

Analysis of ability to find solutions in trouble

９３
 ９４

Table.4.1.10

Analysis of handling of situations

S.no Statement Level Frequency % Mean S.D

I can usually handle whatever Not at all
10 11 4.3
comes my way. True
Hardly True 29 11.4 3.22 .814
Moderately
107 42. 0
True
Exactly
108 42.4
True
n=255
Table 4.1.10 confirms that 42.4 % respondents found it exactly true that they can

handle any situation which comes in their ways.42.0% respondents found it moderately

true while 11.4% respondents selected the option hardly true. 4.3% students found it

not at all true. The mean score 3.22 shows that respondents favored the statement

while the standard deviation .814 indicates that the individual responses in the average

are .814 deviated from mean.

Figure.4.1.10

Analysis of handling of situations

９４
 ９５

4.2 General Self efficacy Scoring

23% students were found higher self-efficient.

Table 4.2

Percentage of responses

Level No. Of Students %age of response

Highest self-efficacy 59 23%
Moderate Self efficacy 163 64%
Lower Self efficacy 28 11%
Lowest Self efficacy 5 2%
Table 4.2 indicates that 23% students were found higher self-efficient. Most of the

students who agreed with the general self-efficacy statement achieved good academic

achievement in annual examination.

Table 4.2.1

Student’s strength along with result

No of No of No of Students
No of
Students with Students with
Level Response Students with
Excellent with Good Satisfactory
Poor Result
Result Result Result
Highest S.E 59 36 13 7 3
Moderate
163 64 52 29 18
S.E
Lower S.E 28 5 9 14 0
Lowest S.E 5 0 2 2 1
Table 4.2.2

Comparison of Self Efficacy with Academic Achievement

Comparison Percentage

Highest S.E with excellent academic result 61%

Highest S.E with Poor academic result 5%

９５
 ９６

Lowest S.E with excellent academic result 0%

Lowest S.E with Poor academic result 20%

Comparison
70
60
50
40
30
20
10
0
Highest S.E with Highest S.E with Poor Lowest S.E with Lowest S.E with Poor
excellent academic academic result excellent academic academic result
result result

Series 1 Column2 Column1

Figure 4.2.2

Comparison of Self Efficacy with Academic Achievement

In figure 4.2.2 the number of students are greater in number who scored excellent

result with highest self-efficacy.

Table 4.2.3

Self-efficacy and Academic achievement

Minimum Maximum Mean S.D

Annual result 2019 1.00 4.00 3.1647 .87188
S_E_score 1.00 4.00 3.0824 .64378
n=255
Table 4.2.3 shows that there is a difference of .2 between Standard deviation and .1

between Means of both variables i.e. self-efficacy and academic achievement.

Means and standard deviations show significant (+) values.

９６
 ９７

4.3 Correlation

Table 4.3

Pearson Correlation

Annual result 201 S_E_score

Pearson Correlation 1 .200**
Annual result
Sig. (2-tailed) .001
2019
N 255 255
Pearson Correlation .200** 1
S_E_score Sig. (2-tailed) .001
N 255 255
**. Correlation is significant at the 0.01 level (2-tailed).

Table 4.3 expresses the result of correlation between self-efficacy and annual

result 2019. Hinkle et al. (2003) stated that as a general rule of thumb, if the size of a

correlation coefficient is lies between .00 to .30 (.00 to .30) then little correlation is

exist between variables Hinkle et al. (2003) while correlation coefficient is .200 which

revealed the average correlation exists between student’s self-efficacy and their

academic achievement.

4.4 Hypothesis

H01 There is no significant relationship between high self-efficacy and

Students academic achievement.

Students with high self-efficacy performed very well in examinations and got

very good grades. Only 5% students with highest self-efficacy achieved poor marks it

shows the effect of high self-efficacy on academic achievement. So this hypothesis is

not accepted. (Table 4.3)

H1 There is significant relationship between high self-efficacy and Students

academic achievement.

Correlation between academic achievement and self-efficacy shows that high

９７
 ９８

self-efficacy indicates good annual result. It means high self-efficacy positively affect

academic achievement. This hypothesis is accepted. (Table 4.3)

H02 There is no significant relationship between low self-efficacy and

Students academic achievement.

Students with low self-efficacy did not achieve marks so this hypothesis

seems false. Very less number of students scored of lowest self-efficacy and also got

low marks in examination. Their low self-efficacy affected the academic achievement

this hypothesis is not accepted. (Table 4.3)

H2 There is significant relationship between low self-efficacy and Students

academic achievement.

High self-efficacy affected academic achievement positively and Students

with low self-efficacy did not achieve marks so it shows that low self-efficacy also

effect academic achievement but negatively. Very less number of students scored

lowest self-efficacy and also got low marks in examination. Their low self-efficacy

affected the academic achievement this hypothesis is accepted. (Table 4.3)

９８
 ９９

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, DISCUSSION &

RECOMMENDATIONS.

The brief summary of the research that consists of an overview and discusses

the intellectual merits, and broader impact of the research. According to Zamani and

Ebadi (2016) tin academic writing, the organization of the closing sections is crucial.

Besides offering an explanation of the paper, the ending section also includes other key

features such as conclusions, consequences and statements about suggested directions

of future work.

The objectives of the research were 1) to explore self-efficacy level of

secondary school students.2) to determine relationship between self-efficacy of

Students and academic achievement. The study was delimited to Islamabad Model

Schools for Girls in Islamabad. The quantitative data was collected from 22 schools

and 12 colleges. The sample of the study was selected by simple random sampling and

stratified sampling. On the basis of the analysis of Chapter 4 findings, conclusions,

discussion, and recommendations are being made.

The relationship between self-efficacy of students and their academic

achievement at secondary level has been analyzed properly. It has also be analyzed

that how self-efficacy of students effects their academic achievement. This chapter

includes findings, conclusion and recommendation for further researches.

5.1 Findings

Findings objectives wise are being given below.

Objective 1

To explore self-efficacy level of secondary school students.

９９
 １００

1. 64.3 % respondents agreed that they can solve the problems by investing necessary

efforts. (Table 4.1.6)

2.55.7% respondents agreed that they can find a solution when they face troubles.

(Table 4.1.9)

3.54.1% respondents were confident in managing difficult problems by doing hard

work. (Table 4.1.1)

4.52.9% respondents moderately agreed that they can handle unforeseen situations

that’s why they were thankful to their resourcefulness. (Table 4.1.5)

5.42.4% respondents agreed that they can handle everything whatever comes to their

ways. (Table 4.1.10)

6.40.0% respondents agreed that they can find the means and ways to get what they

want if someone opposes them. (Table 4.1.2)

7.39.5% respondents agreed that they can remain calm when face difficulties by using

their cooing abilities. (Table 4.1.7)

8.39.2 % respondents that they can achieve their aim and goals. (Table 4.1.3)

9. 39.2 % respondents agreed that they can find several solution of a problem. (Table

4.1.8)

10. 31.8% respondents agreed that they can deal efficiently with unexpected events.

(Table 4.1.4)

Objective 2

To identify the achievement level of students

1. 61% students got excellent academic result. They showed their excellent

achievement by scoring highest grades. They scored 71% to 100% marks.(Table

4.2.2)

2. 29%. Students got good academic achievement. They scored 61% to 70% marks.

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(Table 4.2.2)

3. 20% students got satisfactory academic achievement. They scored 40% to 60%

marks.(Table 4.2.2)

4. 1% students got poor academic achievement .They scored below 40%

marks.(Table 4.2.2)

Objective 3

To determine relationship between self-efficacy of Students and academic

achievement.

1. Students with high self-efficacy are able to solve most problems by investing the

necessary effort. Some students were not self-efficient about their abilities to solve

problems by investing efforts (Table 4.1.6)

2. Students with high self-efficacy find solution in case of trouble. A low percentage of

students found it hard to find solutions in troubles. (Table 4.1.9)

3 Students with high self-efficacy have problem solving abilities of the respondents. A

low percentage of students found it hard to solve difficult problems. They were low

self-efficient (Table 4.1.1)

4. Students with high self-efficacy handle unforeseen situations. A low percentage of

students found it hard to manage unforeseen situations in their life. They were not

confident (Table 4.1.5)

5. Students with high self-efficacy handle all kinds of situations a small number of

students were not confident to handle all types of situations (Table 4.1.10)

6. Students with high self-efficacy get ways and means to face opposition. A low

percentage of students found it not easy to face opposition. (Table 4.1.2)

7. Students with high self-efficacy use their coping abilities to face difficulties. A low

percentage of students found it difficult to use coping abilities. (Table 4.1.7)

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8. Students with average self-efficacy stick to their aims and accomplish their goals.

Some students found it hard to accomplish their goal. (Table 4.1.3)

9. Students with high self-efficacy while confronting with a problem finding several

solutions. Only some students were not sure about their ability to find solutions of

problems. (Table 4.1.8)

10. Students with high self-efficacy deal efficiently with unexpected events. A low

percentage of students found it difficult to deal with unexpected dealing (Table 4.1.4)

5.2 Conclusion

Conclusions of this study are as

1. It is concluded that high self-efficacy and confidence of the respondents deal

efficiently with unexpected events. Most of the students can use their coping abilities.

A number of students were self-efficient to deal with unseen situation and also to

achieve the high percentage in academic results. Students with high self-efficacy in

abilities solve problems by investing the necessary effort could achieve high

percentage in examination, (findings 4 & 1)

2.Average self-efficacy of the respondents to stick to their aims and accomplish their

goals, confidence in dealing efficiently with unexpected events and to use their coping

abilities to face difficulties could motivate them perform better in the exams also

resulted good academic achievement. (Findings 7, 10 & 8)

3.High self-efficacy in problem solving, finding solutions of issues and getting ways

and means to face opposition and to handle unforeseen situations of the respondents

lead to high percentage also in the annual result 2019. It was concluded that there is

positive relationship between their abilities and academic achievement. Students with

High self-efficacy confronting with a problem finding several solutions could manage

the difficulties in annual examination. They used their self-efficacy to achieve success.

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 １０３

(Findings 9, 6, 4 & 3)

4) High self-efficacy of the respondents to find a solution in case of trouble could help

them in examination and also in the school. Such students can handle all types of

situations. Those students could achieve good percentage in annual examination. Their

academic achievement were remarkable. It is concluded that there is a positive

relationship between self-efficacy and academic achievement because respondents

with high self-efficacy could handle all kinds of situations at academic level. This

proved the directly proportional relationship of the variables. (Findings 2 & 5)

It is concluded that self-efficacy of students of Islamabad Model Schools for

girls is positively related to their academic achievement. Respondents who achieved

high self-efficacy score also got higher percentage in the annual examination 2019.

As well as who were not self-efficient to deal with the challenges or to focus on

their abilities could not achieve get good grades. Students with high self-efficacy

showed better in confident individuals typically took control over their own learning

experiences .It seems that success of a student depends upon his/her own ability,

confidence and power to fight against his/her weaknesses. If a student is self-efficient

that he/she can do the best of given task than o challenge at academic level can be

harder for them.

Students’ Academic achievement often predicts through academic motivation

and cognitive engagement. It brought awareness that both are related. Students who

believe in their self-efficacy would be able to encourage themselves to learn and ready

to behave academically.

The cognitive exercises needed to help them excel in all fields of education are

therefore fulfilled. Many people with low self-efficacy, however, also experience

incentives to learn more about an unfamiliar subject, while some people with high self-

１０３
 １０４

efficacy cannot plan for a task as well. Self-efficacy, in addition, has many impacts on

thought patterns and reactions.

Answers of Research Questions

1. What is the self-efficacy level of secondary school students?

In the light of key findings and conclusions, it is found that students with high self-

efficacy are confident to solve their problems easily. They are able to compete with the

challenges on the basis of their own abilities and courage, self-efficient to get best of

their lives. Their own courage prior knowledge, environmental facilities and many

other factors can help them to strengthen their self-efficacy moreover they are ready to

accept challenges so the self-efficacy score of secondary level students were found

high and highest.

2. What are the achievement of the students?

According to the federal board SSC I Annual (2019) result.105 Students (41%) got

excellent academic achievement. Good academic achievement was scored by76

students (30%) while satisfactory academic achievement was scored by 52 students

(21%).Poor academic achievement was scored by 22 students (1%).

3. What is the relationship between self-efficacy of secondary school students and their

academic achievement?

According to calculated findings and conclusions, it is observed that there is a strong

and positive relationship between self-efficacy of secondary school students and their

academic achievement. Students with high self-efficacy score achieve high grades.

They are found able to use their self-ability to be successful. They can improve their

percentage by using their self believe motivational activities and dream approach and

hard working. Ability to do hard work can also considered in self-efficacy. The

relationship between self-efficacy of the students at secondary level and their academic

１０４
 １０５

achievement is direct and Positive relationship.

According to findings and conclusions students with low self-efficacy score does not

score high grades because they were not confident to achieve high grades, they also did

not try for it.They academic result showed that they cannot cope with challenges and

don’t use their abilities. They cannot solve difficult problems.

5.3 Discussion

Self-efficacy as independent variable and academic achievement as dependent variable

positively related to each other. There are different levels of self-efficacy of a student.

As per this study students belief on their abilities helped them to cope with academic

challenges. On the basis of highest self-efficacy level students showed excellent

academic achievement. Present study supports the concept of effect of self-efficacy on

the academic achievement of the students.

Many researchers concluded their studies to show direct relationship between

self-efficacy and academic achievement of the students.

Akram and Ghazanfar (2014) concluded in their study that there is a considerable

positive correlation between students' self-efficacy and their academic

achievement. There is also a variation in individuals' levels of self-efficacy. Present

study also concludes that high self-efficacy of students in varied institutions helped

them to achieve high academic goals on the basis of their self-ability they could

achieve high grades.(Objective 3)

Tiyuri et al. (2018) concluded that there is a direct significant correlation

between the self-efficacy score and the students’ academic performance, the

improvement of research self-efficacy will also result in students’ academic

performance improvement while the resent study supports these findings.(Objective 2

and 3)

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 １０６

Tenaw (2013) study found that achievement and self-efficacy are linked in a

good and meaningful way. This is supported by this study that student self-efficacy

views were found to be strongly and positively connected to their analytical chemistry

achievement. The influence of self on educational attainment in science subjects seems

to be significant. (Objective 3)

Safaria and Ahmad (2013) study confirmed in their study that Students who

have a high level of self-efficacy accomplish a higher goal than students who have a

low level of self-efficacy. Students with high self-efficacy estimate they can get a

higher mark on a reduction test than students with low self-efficacy which is similar

with the findings of the current study. (Objective 2 and 3)

Rudina (2013) concluded that academic performance was found to have a

strong positive relationship with students' self-efficacy expectations. Lecturers and

other effective adults who care about students' academic success should highlighted

the role of self-efficacy and its impact on student learning. Wellbeing can be

concluded while findings of this research also showed a strong positive relationship

between self-efficacy and academic performance. (Objective 3)

Self-efficacy is a construct which has relationship with student achievement as this

study investigated the impact of self-efficacy on student’s achievement.

5.4 Recommendations

The following recommendations are made on the basis of conclusions of this study.

1. School curriculum may include motivating activities which might enhance students

‘self-efficacy. School may provide students with variety of experience to enhance

coping abilities, different tasks to enable them to handle unseen situations so positive

thinking may be developed which may lead to better academic achievement.

(Conclusion No.1).

１０６
 １０７

2. School administration may provide competitive environment which may make

students able to know about their academic abilities. (Conclusion No.1).

3. Students may be guided by the teachers to take part in academic activities and

accept academic challenges. Motivation by the teachers may help students to accept

further challenges. (Conclusion No.2)

4. Students may be given tasks from simple to complex in schools. This may make

them able to accomplish their goals so students with average self-efficacy may work to

improve their self-efficacy to stick to their aims and accomplish their goals, confidence

in dealing efficiently with unexpected events and to use their coping abilities for

getting high academic results. (Conclusion No.3)

5. Teachers may convey favorable feelings of the students which may assist students in

learning situations. This may develop confidence and improve self-efficacy of

students. (Conclusion No.4)

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 １０８

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S.N0 Statement Not at Hardly Moderately Exactly

all true True True true

1 I can always manage to solve difficult

problems if I try hard enough

2 If someone opposes me, I can find the

means and ways to get what I want.

3 It is easy for me to stick to my

aims and accomplish my goals.

4 I am confident that I could deal efficiently

with unexpected events.

5 Thanks to my resourcefulness, I know

how to handle unforeseen situations.

6 I can solve most problems if I invest the

necessary effort.

7 I can remain calm when facing

difficulties because I can rely on my

coping abilities.

8 When I am confronted with a problem, I

can usually find several solutions.

9 If I am in trouble, I can usually think of a

solution

10 I can usually handle whatever

comes my way.

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