The Role of Personal Resources and the Results of External Exams in Explaining School Achievements of High School Students
DOI:
https://doi.org/10.12775/PBE.2024.004Abstrakt
Badanie miało na celu określenie znaczenia zasobów osobistych takich, jak samoocena, poczucie własnej skuteczności, motywacja do uczenia się i poczucie bezradności oraz wyników egzaminu zewnętrznego poprzedzającego naukę w szkole średniej w wyjaśnianiu osiągnięć szkolnych uczniów szkół średnich. Próba składała się z 489 uczniów trzecich klas szkoły średniej, w tym 220 licealistów, 161 uczniów techników i 108 zasadniczych szkół zawodowych. Hierarchiczna analiza regresji wskazała, że zasoby osobiste i typ szkoły były istotnymi predyktorami osiągnięć szkolnych (R2 = .279). Najważniejszym z nich była motywacja (β =.325). Potwierdzono też pośredniczącą rolę motywacji, poczucia skuteczności i poczucia bezradności w związku między samooceną a osiągnięciami szkolnymi (PROCESS macro). Dodanie do modelu wyników egzaminów zewnętrznych poprawiło znacząco jego jakość. Modelowanie równań strukturalnych potwierdziło dobre dopasowanie modelu (χ2 = 62.20, df = 18, p < .001; CFI = .974; TLI = .946; SRMR = .033; RMSEA = .071). Model wyjaśnił ponad połowę (R2 = .617) zmienności osiągnięć szkolnych uczniów szkół średnich.
Bibliografia
Alessandri, G., Borgogni, L., Schaufeli, W., Caprara, G., & Consiglio, C. (2015). From Positive Orientation to Job Performance: The Role of Work Engagement and Self-Efficacy Beliefs. Journal of Happiness Studies, 16, 767–788, doi:10.1007/s10902-014-9533-4.
Alivernini, F., & Lucidi, F. (2011). Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop out of High School: A Longitudinal Study. Journal of Education Research, 104(4), 241–252, doi:10.1080/00220671003728062.
Arend, M., & Schafer, T. (2019). Statistical Power in Two-Level Models: A Tutorial Based on Monte Carlo Simulation. Psychological Methods, 24(1), 1–19, doi:10.1037/met0000195.
Asakereh, A., & Yousofi, N. (2018). Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students. International Journal of Educational Psychology, 7(1), 68–89, doi:10.17583/ijep.2018.2896.
Ayub, N. (2010). Effect of Intrinsic and Extrinsic Motivation on Academic Performance. Pakistan Business Review, 8, 363–372.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York, NY: Freeman.
Bandura, A. (2012). On the Functional Properties of Perceived Self-Efficacy Revisited. Journal of Management, 38, 9–44, doi:10.1177/0149206311410606.
Bandura, A. (2015). Teoria społecznego uczenia się [Social Learning Theory]. Warszawa.
Bańka, A. (2016). Proaktywność a tryby samoregulacji. Podstawy teoretyczne, konstrukcja i analiza czynnikowa Skali Zachowań Proaktywnych w Karierze [Proactivity and Types of Self-Regulation. Theoretical Background, Construction and Factor Analysis of the Proactive Career Behaviour Scale]. Poznań–Warszawa.
Bielecki, M. (2022). The Role and Influence of School on Shaping the Value of Contemporary Competences. Rozprawy Społeczne, 16(1), 38–51, doi:10.29316/rs/147671.
Boerchi, D., Magnano, P., & Lodi, E. (2021). The High School Competencies Scale (H-Comp Scale): A First Validation Study. European Journal of Investigation in Health, Psychology and Education, 11(2), 570–584, doi:10.3390/ejihpe11020041.
Bonaiuto, M., Placidi, V., Cataldi, S., Faggiol, S., Geb, M., Kulinska, A., Pinello, G., Sande, G., & Thorstensen, L. (2022). Career ToolVip24 Effectiveness in Enhancing Self-Efficacy, Self-Esteem, Attitude Toward Enterprise and Entrecomp Dimensions in Students from Different European Countries. Ricerche di Psicologia, 45, 1–38, doi:10.3280/rip2022oa15199.
Bong, M., Cho, C., Ahn, H., & Kim, H. (2012). Comparison of Self-Beliefs for Predicting Student Motivation and Achievement. The Journal of Educational Research, 105, 336–352, doi: 10.1080/00220671.2011.627401.
Borys, B. (2010). Health Resources in Human Psyche. Forum Medycyny Rodzinnej, 4(1), 44–52.
Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of Self-Efficacy on Self-Regulation and Performance Among Junior and Senior High-School Age Students. International Journal of Behavioral Development, 14, 153–164, doi:10.1177/016502549101400203.
Brophy, J. (2010). Motivating Students to Learn. New York, NY: Routledge. Cai, S., Liu, Ch., Wang, T., Liu, E., & Liang, J. (2021). Effects of Learning Physics Using Augmented Reality on Students’ Self-Efficacy and Conceptions of Learning. British Journal of Educational Technology, 52(1), 235–251, doi:10.1111/jet.13020.
Carroll, A., Houghton, S., Wood, R., & Unsworth, K. (2008). Self-Efficacy and Academic Achievement in Australian High School Students: The Mediating Effects of Academic Aspirations and Delinquency. Journal of Adolescence, 32(4), 797– 817, doi:10.1016/j.adolescence.2008.10.009.
Chen, F. (2007). Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance. Structural Equation Modelling, 14, 464–504, doi:10.1080/10705510701301834.
Chen, G., Casper, W., & Cortina, J. (2001). The Roles of Self-Efficacy and Task Complexity in the Relationships Among Cognitive Ability, Conscientiousness, and Work-Related Performance: A Meta-Analytic Examination. Human Performance, 14(2), 209–230, doi:10.1207/s15327043hup1403_1.
Ciżkowicz, B. (1999). Motywacja w uczeniu się statystyki [Motivation in Learning Statistics]. Bydgoszcz: WSP.
Ciżkowicz, B. (2009). Wyuczona bezradność młodzieży [Learned Helplessness of Youth]. Bydgoszcz: Wydawnictwo UKW.
Ciżkowicz, B. (2021). Validation of the Short School Helplessness Scale (SBS-S). Educational Studies Review, 32, 251–270, doi:10.12775/PBE.2021.015.
Deptuła, M., & Borucka, A. (2020). School Risk Factors in Developing a Sense of Competence by Polish Pupils: Their Fourth and Fifth Year of Learning at Primary School – Longitudinal Studies. Educational Studies Review, 31, 23–42, doi:10.12775/PBE.2020.017.
Dweck, S., & Licht, B. (1980). Learned Helplessness and Intellectual Achievement. In: J. Garber, & M. Seligman (Eds.), Human Helplessness Theory and Applications (pp. 197–221). Academic Press.
Eisenberger, R., & Cameron, J. (1998). Reward, Intrinsic Interest, and Creativity: New Findings. American Psychologist, 53(6), 676–679, doi:10.1037/0003-066X.53.6.676.
Eisenberger, R., Rhoades, L., & Cameron, J. (1999). Does Pay for Performance Increase or Decrease Perceived Self-Determination and Intrinsic Motivation? Journal of Personality and Social Psychology, 77(5), 1026–1040, doi:10.1037/0022-3514.77.5.1026.
Fisher, O., & Oyserman, D. (2017). Assessing Interpretations of Experienced Ease and Difficulty as Motivational Constructs. Motivation Science, 3(2), 133–163, doi:10.1037/mot0000055.
Fleming, Ch., Catalano, R., & Haggerty, K. (2010). Relationships Between Level and Change in Family, School, and Peer Factors During Two Periods of Adolescence and Problem Behaviour at Age 19. Journal of Youth and Adolescence, 39(6), 670– 682, doi:10.1007/s10964-010-9526-5.
Goodman, S., Jaffer, T., Keresztesi, M., Mamdani, F., Mokgatle, D., Musariri, M., & Schlechter, A. (2011). An Investigation of the Relationship Between Students’ Motivation and Academic Performance as Mediated by Effort. South African Journal of Psychology, 41(3), 373–385, doi:10.1177/008124631104100311.
Gore, P. (2006). Academic Self-Efficacy as a Predictor of College Outcomes: Two Incremental Validity Studies. Journal of Career Assessment, 14(1), 92–115, doi:10.1177/1069072705281367.
Hayes, A. (2018). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. 2nd ed. Guilford Press.
Halper, L., Vancouver, J., & Bayes, K. (2018). Self-Efficacy Does Not Appear to Mediate Training’s Effect on Performance Based on the Moderation-of-Process Design. Human Performance, 31(4), 216–237, doi:10.1080/08959285.2018.1509343.
Hanemann, U., & Robinson, C. (2022). Rethinking Literacy from a Lifelong Learning Perspective in the Context of the Sustainable. Development Goals and the International Conference on Adult Education. International Review of Education, 68, 233–258, doi:0.1007/s11159-022-09949-7.
Hu, L., & Bentler, P. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1), 1–55, doi:10.1080/10705519909540118.
Jagtap, T. (2018). Self-Esteem and Self-Efficacy Relations with High and Low Academic Achievement and Gender Difference Among Graduate Students. Indian Journal of Positive Psychology, 9(2), 254–257.
Juczyński, Z. (2000). Poczucie własnej skuteczności – teoria i pomiar [Self-Efficacy – Theory and Measurement]. Acta Universitatis Lodziensis, Folia Psychologica, 4, 11–24.
Kalsner, L. (1992). The Influence of Developmental and Emotional Factors on Success in College. Higher Education Extension Service, 3(2), 3–13.
Kline, R. (2015). Principles and Practice of Structural Equation Modelling. 4th ed. NY: Guilford Press.
Kock, N., & Lynn, G. (2012). Lateral Collinearity and Misleading Results in Variance- Based SEM: An Illustration and Recommendations. Journal of the Association for Information Systems, 13(7), 546–580, doi:10.17705/1jais.00302.
Komarraju, M., & Nadler, D. (2013). Self-Efficacy and Academic Achievement: Why Do Implicit Beliefs, Goals, and Effort Regulation Matter? Learning and Individual Differences, 25, 67–72, doi:10.1016/j.lindif.2013.01.005.
Kyunghee, L. (2011). Impacts of the Duration of Head Start Enrolment on Children’s Predicting of Self–Efficacy Through Perceived Organizational Support and Self–Esteem (Case: Isfahan Province Academic Outcomes: Moderation Effects of Family Risk Factors and Earlier Outcomes). Journal of Community Psychology, 39, 698–716.
Lane, J., Lane, A., & Kyprianou, A. (2004). Self-Efficacy, Self-Esteem and Their Impact on Academic Performance. Social Behaviour and Personality, 32(3), 247– 256, doi:10.2224/sbp.2004.32.3.247.
Lin, S., Wu, Ch., & Chen, L. (2015). Unpacking the Role of Self-Esteem in Career Uncertainty: A Self-Determination Perspective. The Journal of Positive Psychology, 10(3), 231–239, doi: 10.1080/17439760.2014.950178.
Łaguna, M., Lachowicz-Tabaczek, K., & Dzwonkowska, I. (2007). Skala Samooceny SES Morrisa Rosenberga – polska adaptacja metody [Morris Rosenberg’s SES Self-Esteem Scale – Polish Adaptation of the Method]. Psychologia Społeczna, 2(4), 164–176, ISSN 1896-1800. V.
Łaguna, M. (2015). Personal Resources as a Potential in Goal Realization. Polskie Forum Psychologiczne, 20(1), 5–15.
Mac Callum, R., Browne, M., & Sugawara, H. (1996). Power Analysis and Determination of Sample Size for Covariance Structure Modelling. Psychological Methods, 1(2), 130–149, doi: 10.1037/1082-989X.1.2.130.
Meece, J., Anderman, E., & Anderman, L. (2006). Classroom Goal Structure, Student Motivation, and Academic Achievement. Annual Review of Psychology, 57, 487– 503, doi:10.1146/annurev.psych.56.091103.070258.
Mete, P. (2021). Structural Relationships Between Coping Strategies, Self-Efficacy, and Fear of Losing One’s Self-Esteem in Science Class. International Journal of Technology in Education and Science, 5(3), 375–393, doi: 10.46328/ijtes.180.
Meydan, E. (2021). Investigating Secondary School Students’ Motivation for Chemistry Class in Terms of Various Variables. International Journal of Progressive Education, 17(1), 498–512, doi: 10.29329/ijpe.2021.329.31.
Moksnes, U., & Reidunsdatter, R. (2019). Self-Esteem and Mental Health in Adolescents – Level and Stability During a School Year. Norsk Epidemiologi, 28(1–2), doi: 10.5324/nje.v28i1-2.3052.
Moore, S., Armstrong, C., & Pearson, J. (2008). Lecture Absenteeism Among Students in Higher Education: A Valuable Route To Understanding Student Motivation. Journal of Higher Education Policy and Management, 30, 15–24, doi: 10.1080/13600800701457848.
Moos, R., & Schaefer, J. (1993). Coping Resources and Processes: Current Concepts and Measures. In: L. Goldberger, & S. Breznitz (Eds.), Handbook of Stress: Theoretical and Clinical Aspects (pp. 234–257). Free Press.
Mornar, M., Marušić, I., & Šabić, J. (2021). Academic Self-Efficacy and Learning Strategies as Mediators of the Relation Between Personality and Elementary School Students’ Achievement. European Journal of Psychology of Education, 37(4), 1–18, doi: 10.1007/s10212-021-00576-8.
Moyano, N., Quilez-Robres, A., & Cortes Pascual, A. (2020). Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity. Sustainability, 12(14). Retrieved 30 October 2023 from: https://www.researchgate.net/publication/343064512.
Mubeen, S., & Reid, N. (2014). The Measurement of Motivation with Science Student. European Journal of Educational Research, 3(3), 129–144, doi: 0.12973/eujer.3.3.129.
Noorollahi, N. (2021). On the Relationship Between Iranian English Language Teaching Students’ Self-Efficacy, Self-Esteem, and Their Academic Achievement. Language Teaching Research Quarterly, 21, 84–96, doi: 10.32038/ltrq.2021.21.06.
O’Brien, R. (2007). A Caution Regarding Rules of Thumb for Variance Inflation Factors. Quality & Quantity: International Journal of Methodology, 41, 673– 690, doi: 10.1007/s11135-006-9018-6.
Parker, S. (1998). Enhancing Role Breadth Self-Efficacy: The Roles of Job Enrichment and Other Organizational Interventions. Journal of Applied Psychology, 83(6), 835–852, doi: 10.1037/0021-9010.83.6.835.
Phillips, P., Abraham, C., & Bond, R. (2003). Personality, Cognition, and University Students’ Examination Performance. European Journal of Personality, 17(6), 435– 448, doi: 10.1002/per.488.
Pintrich, P., & Schunk, D. (2002). Motivation in Education: Theory, Research, and Applications. Upper Saddle River, NJ: Pearson Education.
Pullman, H., & Allik, J. (2008). Relations of Academic and General Self-Esteem To School Achievement. Personality and Individual Differences, 45(6), 559–564, doi: 10.1016/j.paid.2008.06.017.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological Correlates of University Students’ Academic Performance: A Systematic Review and Meta-Analysis. Psychological Bulletin, 138(2), 353–387, doi: 10.1037/a0026838.
Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global Self-Esteem and Specific Self-Esteem: Different Concepts, Different Outcomes. American Sociological Review, 60, 141–156, doi: 10.2307/2096350.
Ross, C., & Broh, B. (2000). The Roles of Self-Esteem and the Sense of Personal Control in the Academic Achievement Process. Sociology of Education, 73(4), 270–284, doi: 10.2307/2673234.
Ryan, R., & Deci, E. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78, doi: 10.1037/0003-066X.55.1.68.
Sahoo, S., Millar, R., Yamashita, T., & Cummins, P. (2023). Educational Attainment, Literacy Skills, Nativity, and Motivation To Learn Among Middle-Aged Adults in the United States. Adult Learning, 34(1), 15–29, doi: 10.1177/10451595211048554.
Schermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research Online, 8(2), 23–74.
Schmidt, A., & DeShon, R. (2010). The Moderating Effects of Performance Ambiguity on the Relationship Between Self-Efficacy and Performance. Journal of Applied Psychology, 95, 572–581, doi: 10.1037/a0018289.
Schunk, D. (2007). Learning Theories and Educational Perspective. 5th ed. New York, NY: Prentice Hall.
Seligman, M. (2002). Positive Psychology, Positive Prevention, and Positive Therapy. In: C.R. Snyder, & S.J. Lopez (Eds.), Handbook of Positive Psychology (pp. 3–9). Oxford University Press.
Seligman, M., Walker, E., & Rosenhan, D. (2023). Psychopatologia [Psychopathology]. Poznań: ZYSK i Sk-a.
Sędek, G. (1995) Bezradność intelektualna w szkole [Intellectual Helplessness at School]. Warszawa: Wydawnictwo Instytutu Psychologii.
Sitzmann, T., & Yeo, G. (2013). A Meta-Analytic Investigation of the Within-Person Self-Efficacy Domain: Is Self-Efficacy a Product of Past Performance or a Driver of Future Performance? Personnel Psychology, 66(3), 531–568, doi: 10.1111/peps.12035.
Stanley, T., Carter, E., & Doucouliagos, H. (2018). What Meta-Analyses Reveal About the Replicability of Psychological Research. Psychological Bulletin, 144(12), 1325– 1346, doi: 10.1037/bul0000169.
Swann, J., Chang-Schneider, C., & McClarty, K. (2007). Do People’s Self-Views Matter? Self-Concept and Self-Esteem in Everyday Life. American Psychologist, 62(2), 84–94, doi: 10.1037/0003-066X.62.2.84.
Unrau, N., Rueda, R., Son, E., Polanin, J., Lundeen, R., & Muraszewski, A. (2018). Can Reading Self-Efficacy Be Modified? A Meta-Analysis of the Impact of Interventions on Reading Self-Efficacy. Review of Education Research, 88(2), 167–204, doi: 10. 3102/0034654317743199.
Vallerand, R. (2012). From Motivation to Passion: In Search of the Motivational Processes Involved in a Meaningful Life. Canadian Psychology, 53(1), 42–52, doi: 10.1037/a0026377.
Vancouver, J., & Kendal, L. (2006). When Self-Efficacy Negatively Relates to Motivation
and Performance in a Learning Context. Journal of Applied Psychology, 91(5), doi: 10.1037/0021-9010.91.5.1146.
Vancouver, J., More, K., & Yoder, R. (2008). Self-Efficacy and Resource Allocation: Support for a Nonmonotonic, Discontinuous Model. Journal of Applied Psychology, 93, 35–47, doi: 10.1037/0021-9010.93.1.35.
Vancouver, J., & Purl, J. (2017). A Computational Model of Self-Efficacy’s Various Effects
on Performance: Moving the Debate Forward. Journal of Applied Psychology, 102(4), 599–616, doi: 10.1037/apl0000177.
Wang, S., Li, X., Liu, H., Liu, S., & Lin, X. (2022). Family Social Class as a Predictor of College Students’ Career Decision-Making Self-Efficacy. Social Behaviour and Personality, 50(9), 1–11, doi: 10.2224/sbp.11713.
Waseem, J., & Asim, M. (2020). Regression Model on Self-Esteem, Self-Efficacy, Locus of Control as Predictors of Academic Performance of Students in Higher Education. Journal of Education and Educational Development, 7(2), 387–406, doi: 10.22555/joeed.v7i2.6.
Wasylkiw, L., Hanson, S., Lynch, L., Vaillancourt, E., & Wilson, C. (2020). Predicting Undergraduate Student Outcomes: Competing or Complementary Roles of Self-Esteem, Self-Compassion, Self-Efficacy, and Mindsets? Canadian Journal of Higher Education, 50(2), 1–14, doi: 10.47678/cjhe.v50i2.188679.
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical Students’ Motivation and Academic Performance: The Mediating Roles of Self-Efficacy and Learning Engagement, Medical Education Online, 25(1), doi: 10.1080/10872981.2020.1742964.
Yamashita, T., Cummins, P., Millar, R., Sahoo, S., & Smith, T.J. (2019). Associations Between Motivation To Learn, Basic Skills, and Adult Education and Training Participation Among Older Adults in the USA. International Journal of Lifelong Education, 38(5), 538–552, doi: 10.1080/02601370.2019.1666927.
Yamashita, T., Smith, T., Sahoo, S., & Cummins, P. (2022). Motivation to Learn by Age, Education, and Literacy Skills Among Working‑Age Adults in the United States. Large-Scale Assessments in Education, 10(1), 1–20, doi: 0.1186/s40536-022-00119-7.
Yazon, A. (2018). Self-Esteem, Self-Efficacy, and Academic Performance of Teacher Education Students in One State University in the Philippines. International Journal of Science and Research, 7(11), 1761–1765, doi: 10.25147/ijcsr.2017.001.1.65.
Zimmerman, B., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29(3), 663–676, doi: 10.3102/00028312029003663.
Pobrania
Opublikowane
Jak cytować
Numer
Dział
Licencja
Prawa autorskie (c) 2024 Barbara Ciżkowicz
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.
Statystyki
Liczba wyświetleń i pobrań: 346
Liczba cytowań: 0
