Students' Perspectives on the Determinants of Academic Self-Efficacy (ASE) in Sindh, Pakistan
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| Title: | Students' Perspectives on the Determinants of Academic Self-Efficacy (ASE) in Sindh, Pakistan |
|---|---|
| Language: | English |
| Authors: | Preeta Hinduja (ORCID |
| Source: | European Journal of Education. 2025 60(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 12 |
| Descriptors: | Student Attitudes, Self Efficacy, Foreign Countries, High School Students, Student Experience, Grade 12, Problem Solving, Cooperative Learning, Teaching Methods, Community Influence, Family Involvement, Recreational Activities |
| Geographic Terms: | Pakistan |
| DOI: | 10.1111/ejed.70278 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | The objective of this study was to examine students' experiences with regard to the factors influencing academic self-efficacy (ASE) in higher secondary schools, employing a mixed-method approach. There is a considerable body of literature examining the role of parents and schools in supporting ASE. However, there is a paucity of data on the role of emerging experiences in supporting ASE. To address this issue, in-depth semi-structured interviews were conducted with 48 grade-12 students, and a self-efficacy questionnaire was designed and administered to 294 students from higher secondary schools. The thematic analysis identified a number of themes; the analysis of quantitative data revealed a significant relationship between students' ASE and several variables, including problem-solving behaviour, peer learning, teacher pedagogy, community influence, family interaction and hobbies. In-depth analyses provide insight into the influences of these variables and the issues involved. Recommendations are made based on these findings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490391 |
| Database: | ERIC |
| Abstract: | The objective of this study was to examine students' experiences with regard to the factors influencing academic self-efficacy (ASE) in higher secondary schools, employing a mixed-method approach. There is a considerable body of literature examining the role of parents and schools in supporting ASE. However, there is a paucity of data on the role of emerging experiences in supporting ASE. To address this issue, in-depth semi-structured interviews were conducted with 48 grade-12 students, and a self-efficacy questionnaire was designed and administered to 294 students from higher secondary schools. The thematic analysis identified a number of themes; the analysis of quantitative data revealed a significant relationship between students' ASE and several variables, including problem-solving behaviour, peer learning, teacher pedagogy, community influence, family interaction and hobbies. In-depth analyses provide insight into the influences of these variables and the issues involved. Recommendations are made based on these findings. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70278 |
