The Correlation Between Self-Efficacy and the Academic Success of Students

Research reveals that gifted students at Springfield Middle School in Williamsport, Maryland possess stronger levels of self-efficacy than average students. For the purpose of this study, the term “gifted students” refers to students who are enrolled in abovegrade-level classes at Springfield Middle School. Students must score high in tests and interviews in order to be placed in above-grade-level classes. According to Albert Bandura’s social cognitive theory, increased levels of self-efficacy contribute to a person’s ability to complete a task. Using the Children’s Perceived Academic SelfEfficacy subscale from The Morgan-Jinks Student Efficacy Scale (MJSES), the study conducted at Springfield Middle School examined the correlation between students’ selfefficacy level and their self-reported academic grades in English, math, science, and social studies. Also, the correlation between above-grade-level students’ self-efficacy and their self-reported grades was compared to those of general students. The sample included 56 6, 7, and 8 grade middle school students from a suburban area in Williamsport, Maryland. Through the use of a Chi Square Test of Independence, the results indicated that regardless of class level, students’ self-efficacy in math and science are related to their grades in those subjects. Using independent t tests, no significant difference between the self-efficacy composite of grade-level and above-grade-level students was discovered. SELF-EFFICACY AND ACADEMIC SUCCESS 6 Acknowledgements I am grateful to my God who has provided for me and guided me to Liberty University to complete my undergraduate studies. He has given me the strength and ability to complete this research study. Along my journey, He has undoubtedly blessed me with people who genuinely cared for and encouraged me. I am also forever indebted to my loving family who has supported me in everything since the beginning. They believed in me even when I did not believe in myself. They always knew exactly what to say to keep me striving for my goals. I am so thankful for my wonderful committee including Dr. Goodwin, Professor Maddox, Dr. Hartman, and Dr. Ayres. They were selflessly willing to help me through the revision of my thesis. I know that they are very busy professors, and it has been a sacrifice for them to assist me. I also owe a thank you to Dr. Gadomski who taught me about the research process and how to apply through the Institutional Review Board. She was also willing to give her time and expertise even though I did not personally have her as a professor. This study definitely would not have been completed without her. I would also like to recognize my statistician, Chi-Hang Au who worked in a timely manner. He went above and beyond to ensure that I was pleased with the statistics. I am so grateful for the participants at Springfield Middle School as well as their principal, Mrs. Ruppenthal. She was accommodating throughout the entire research process, and I cannot thank her enough for allowing me to complete the study at her SELF-EFFICACY AND ACADEMIC SUCCESS 7 school. I am also thankful for Mrs. Margevich, Washington County’s Supervisor of Testing and Accountability, who worked with me to gain approval for the research study. The Correlation between Self-Efficacy and the Academic Success of Students Introduction An empirical study concerning self-efficacy levels for the students of a middle school was conducted and examined against their class level (above-grade-level or grade level) and academic grades. For the intent of this study, students in magnet, merit, or honors classes were placed in the category of gifted students. Students in grade-level classes were also considered general education students. Studies revealed that students’ self-efficacy levels act as a determinant of academic success. Literature Review Research indicates that intellectually gifted students possess a higher self-efficacy when compared with mainstreamed students. Laying the foundation of research concerning the social cognitive theory, Albert Bandura states, “students’ beliefs about their capabilities to successfully perform tasks, or self-efficacy beliefs, are strong predictors of their capability to accomplish such tasks” (as cited in Pajares, 1996, p. 325). Therefore, intellectually gifted students tend to believe that they are competent to complete a task and this confidence is strong motivation for exceptional performance. According to a study completed by Fenning and May (2013), “correlation results indicated significant, positive correlations between general self-efficacy and high school GPA” (p.642). In turn, because gifted students have positive experiences with academics, these experiences further boost increase self-confidence. As students’ self-efficacy levels increase, their independence and intrinsic motivation translate into greater success in the SELF-EFFICACY AND ACADEMIC SUCCESS 8 classroom. “In order for students to maintain a high level of self-efficacy, they need to believe that they are equipped with the skills and talents for a specific task (Clickenbeard, 2012, p. 625). In order to improve students’ academic achievement, the school system should implement lessons or programs that strengthen students’ confidence. Because above-grade-level students specialize in academics, they are then confident of their success in school related endeavors. These students do not question their ability to the same extent as their peers. Emphasizing his social cognitive theory, Bandura (2002) states, “Factors that serve as motivators are rooted in the core belief that one has the power to produce desired effects by one’s actions, otherwise one has little incentive to act or to persevere in the face of difficulties” (p. 270). Self-efficacy functions as the internal motivator for gifted students to endure challenges and achieve goals. Clickenbeard finds that “gifted students are more likely to attribute success to their own ability and effort and attribute failure to bad luck or inappropriate strategy choice” (p. 626). Even when gifted students experience failure, they do not relate the experience to a lack of intelligence or ability. Most likely, gifted students will not allow the experience to affect their self-efficacy for future challenges. Phillips and Lindsay convey that “the development of high abilities and high levels of achievement are all dependent on motivation in general but on intrinsic motivation in particular” (2006, p. 59). Research indicates that intellectually gifted students portray greater levels of intrinsic motivation. Intellectually talented students showed more intrinsic motivation for reading, writing, and solitude” when compared with average students (Clickenbeard, 2012, p. 624). Whereas students’ self-efficacy acts as an intrinsic motivator, average students may question their ability to achieve and rely upon extrinsic SELF-EFFICACY AND ACADEMIC SUCCESS 9 motivation to succeed. As educators prompt students to take ownership of their learning, the students will be able to monitor their academics by using intrinsic motivation. In a practical sense, educators can create personal checklists for students or model the process of thinking aloud. As students learn to take responsibility for their education, they are more likely to exhibit a greater belief in their academic abilities. Extrinsic motivation is not to be forgotten either, as it is an important component to goals and achievements. However, a classroom where intrinsic motivation is cultivated will have positive longlasting effects on the students’ metacognition. Intrinsic motivation seems to be a more powerful indicator for success rather than the extrinsic model which is produced by point systems or treasure box rewards. In addition, above-grade-level students are less likely to doubt their competence for achievement when they determine goals. Siegle and McCoach report that “goals that include specific performance standards are more likely to increase self-efficacy than more general goals because progress is easier to evaluate” (2007, p. 284). Educators can teach specific goal setting to encourage students to monitor their individual academic achievement. Students’ academic goals are also impacted by the level of self-efficacy they obtain. For example, according to Bandura, Barbaranelli, Caprara, and Pastorelli (1996), “The stronger the perceived self-efficacy, the higher the goal aspirations people adopt and the firmer their commitment is to them” (p. 1208). Others’ opinions can influence a student and their goals. People’s level of self-efficacy will also determine goals and decisions that they make in the future. The choice of education and career will be greatly affected by the students’ previous experiences and if they think they are competent for the chosen profession. Research indicates, “The higher people’s perceived SELF-EFFICACY AND ACADEMIC SUCCESS 10 efficacy to fulfill educational requirements and occupational roles, the wider the career options they consider pursuing, the better they prepare themselves educationally for different occupational careers, and the greater their staying power in challenging career pursuits” (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001, p. 188). Because gifted students tend to portray higher levels of self-efficacy, their college and career decisions are possibly more rigorous, which may provide a more advantageous and privileged lifestyle in the future years. Whereas average students may question their ability to complete a task, intellectually gifted students typically do not question their ability regarding academics. Above-grade-level students are confident in academics and their high levels of selfefficacy serve as motivation to continue to excel in the classroom. They do not have to hurdle the obstacle of determining self-competence in order to excel in academics. Bandura et al. state, “Unless people believe that they can produce desired effects by their actions, they have little incentive to act” (1996, p. 1206). Therefore gifted students are competent in their abilities and are able to endure stressful periods, such as high stakes testing, in their academic career. Gifted students are intrinsically motivated, but they are also affected by their environment. They should spend some time in a challenging environment in order to reach their academic potential. Gifted students should also be afforded the opportunity to explore concepts just below their frustration level, meaning they should be challenged to understand a new concept. Because gifted students display high levels of intrinsic motivation and self-efficacy, they need opportunities to take ownership of their education. They have the self-discipline required to work individually and effectively. SELF-EFFICACY AND ACADEMIC SUCCESS 11 Projects which involve independent research provide the gifted student with the opportunity of investigating a topic which peaks the student’s interest. Students can be held accountable for monitoring their education. If they have a question concerning the relation between topics, they should be prompted to search for the answers. Gifted students are more likely to succeed when they are challenged academically. On the other hand, the impact of an average curriculum on gifted students may decrease their levels of self-efficacy. Typically teachers assign gifted students with struggling students for group work; however, gifted students need the opportunity to learn at a higher scaffold. When gifted students are working with struggling students, they are often emphasizing concepts and skills which they already understand. Occasionally gifted students can be paired with struggling students because cooperative work is still beneficial. Research suggests that gifted students should partake in “problem solving, creativity, student-directed activities, and independent research” (Chan, 2011, p. 161). Bandura et al. (1996) also reveal that “in social cognitive theory, personal efficacy operates within a broad network of sociostructural and psychosocial influences in which efficacy beliefs play an influential regulative function” (p. 1207). The classroom environment plays a larger role in education than many people may think. The students’ social surroundings, including their teachers and peers, influence how the student will learn. For example, if students’ peers are excelling in their academics and being recognized, other students will be more likely to believe in their own abilities (Siegle & McCoach, 2007, p. 285). Students are impressionable and teachers can choose to have a positive impact in their lives. According to the social learning theory, people react SELF-EFFICACY AND ACADEMIC SUCCESS 12 similarly to the way that the surrounding people react. Moreover, educators should be mindful of their behavior toward children. Educators acknowledge some precautions for teaching gifted students. If educated on the same level as other students, gifted students may become tempted to constantly perfect their schoolwork. The students may become dissatisfied with the work that they produce and unwilling to have it represent them academically. Rice, Ashby, and Gilman conclude that “although possessing high standards may be considered positive, perceiving higher discrepancy between one’s perceived standards and performance has been identified as a core negative aspect of perfectionism associated with higher levels of depression, anxiety, and lower self-esteem” (as cited in Wang, Chu Chun, & Rice, 2012, p.97). If the gifted students do not earn a perfect score on their graded work, they may feel as though they are a failure (Wang et al., 2012, p. 96). This is more likely to negatively impact a gifted students’ self-efficacy than previous failures. On the other hand, if intellectually gifted students are not challenged with their course work, some students will lose interest in the subject. Underachievement of the student is the probable outcome of an unchallenging environment (Wang et al., 2012, p. 96). In the cases that schools are unable to offer above-grade-level classes, educators should intentionally differentiate the instruction to provide a challenging curriculum. Interestingly, students are likely to show perfectionism qualities if those same qualities have been present in their parents. Wang et al. (2012) convey that “Perfectionistic discrepancy is characterized by a tendency to consistently feel that one is not meeting standards; it should be strongly associated with lower levels of self-efficacy” (p.99). SELF-EFFICACY AND ACADEMIC SUCCESS 13 Studies indicate that “perceived self-efficacy occupies a central role in the causal structure of social cognitive theory because efficacy beliefs affect adaptation and change not only in their own right, but through their impact on other determinants” (Bandura et al., 2001, p. 188). Bandura stressed the fundamental usage of modeling. Children are impressionable and learn by watching others. For example, Bandura’s infamous Bobo doll experiment revealed how children’s actions were affected after watching an adult’s actions. Subconsciously, the children treated the doll in the same manner that the adult had treated it. The Bobo doll experiment should encourage teachers to increase the amount of modeling that is used in the classroom because it is highly effective. Siegle and McCoach emphasize that “teachers who capitalize on the influence of past performances, observation of others as models, and verbal persuasion produce more confident students” (2007, p. 279). Posting previous successful work on a bulletin board is a tangible way for students to remember that they have succeeded in the past and they are capable of another success. Gifted students will also benefit from modeling and may even learn more if they have the occasional opportunity to model concepts to their peers. Additional research has been completed in the subjects of math and science with students’ self-efficacy. Mathematics seems to be a challenging subject and intimidates many students. In a study of seventh-grade students, Chen found that “self-efficacy played a direct role in predicting students’ math performance. The effects of prior math achievement on math performance were mediated largely through the students’ selfefficacy beliefs” (2003, p. 79). Therefore teachers should remind students of their previous successes in mathematics and use specific encouraging words. General reminders and phrases become redundant and meaningless in the classroom. Stevens, SELF-EFFICACY AND ACADEMIC SUCCESS 14 Olivarez, and Hamman conclude that “self-efficacy and the sources of self-efficacy were stronger predictors of mathematics achievement than general mental ability” (as cited in Siegle & McCoach, 2007, p. 280). Educators should devote time to increasing students’ levels of self-efficacy in order to increase achievement in math. Siegle and McCoach encourage teacher training in strategies to increase students’ self-efficacy levels. The school system should offer training as a mode of professional development which provides an indirect method to increase the self-efficacy levels of students. In a study of high school science students, Bryan, Glynn, and Kittleson determine that “students’ intrinsic motivation, self-efficacy, self-determination, and achievement were related. Self-efficacy was the motivation factor most related to achievement” (2011, p. 1049). The study expands the correlation between students’ self-efficacy and academic achievement to the subject of science. The study encourages “science teachers to use social modeling and collaborative learning activities to foster students’ motivation and achievement” (Bryan, et al., 2011, p.1049). The study is consistent with Bandura’s social cognitive theory and emphasizes the importance of modeling in science. Research conflicts regarding the existence of a gender disparity in levels of selfefficacy for mathematics and science. Minimal research indicates gender disparity of selfefficacy in other school subjects. Researchers conclude that girls feel discouraged to pursue education in math and science because it is not the societal norm (Rice, Barth, Guadango, Smith, & McCallum, 2012, p. 1029). Boys pursuing degrees in math are deemed more socially acceptable. Self-efficacy regarding mathematics also declines as the student ages. This trend is true for both boys and girls alike (p. 1029). The research correlating students’ achievements and self-efficacy in mathematics is extensive. The SELF-EFFICACY AND ACADEMIC SUCCESS 15 amount of research has increased due to the encouragement of science, technology, math, and engineering in the classroom. Albert Bandura’s social cognitive theory has impacted the education system immensely. Research reveals that gifted students have the potential to succeed because they exhibit high levels of self-efficacy. Some research also correlates a gifted student’s academic achievement with the parent’s efficacy of the child’s academic ability. Gifted students have the capability to succeed academically, but they must be presented with the opportunity to continuously develop intellectually. Academic grades have also been a topic of consideration concerning students’ self-efficacy levels. Research Questions The study was conducted at Springfield Middle School to answer the following questions: 1. Does a significant correlation exist between students’ self-efficacy levels and whether or not they are enrolled in an above-grade-level class? 2. Does a significant correlation exist between the students’ self-efficacy level toward an academic subject and the students’ self-reported grade in that subject? Methods A research study was implemented to provide answers concerning the aforementioned questions. Participants Samples of students from both above-grade-level and grade-level classes were chosen to participate in the study. The students all attended a public school, Springfield Middle School, and were in sixth, seventh, or eighth grade. The category of above-gradeSELF-EFFICACY AND ACADEMIC SUCCESS 16 level students included students enrolled in honors, merit, or magnet classes. Honors math classes are available to students who take high school algebra in eighth grade. Merit classes are above-grade-level English, math, science, or social studies classes. Magnet classes are offered to students who meet application and testing requirements in order to be accepted into the program. Due to the nature of this program, students who live outside of the school district are also able to apply. For the convenience of this study, the category of gifted students includes participating students in magnet, merit, or honors classes. Students in general education courses were also included in the study. A convenience sample was taken because the principal chose two homeroom classes per grade to be given the opportunity to participate in the research study. Of the 148 students contacted, fifty six male and female students participated by completing the scale. Information concerning the students’ gender or race was not collected to ensure the anonymity of the study. Instrumentation The Children’s Perceived Academic Self-Efficacy subscale from The MorganJinks Student Efficacy Scale (MJSES) was used for the study. Morgan and Jinks created the MJSES in 1999 to calculate the correlation between students’ self-efficacy and their self reported grades, especially in the subject area of science. The four point Likert scale was designed to provide answer choices using informal words that mirror the style of language which children use. The researchers compared results of student populations in urban and suburban areas, which also influenced the variety of races involved. The scale, which included subcategory questions concerning students’ talents, efforts, context, and subject difficulty, was administered to 570 students from two different schools. The SELF-EFFICACY AND ACADEMIC SUCCESS 17 correlation between the students’ science grade and the overall scale was 0.4, which portrays a significant relationship. Interestingly, little difference was discovered between the urban and suburban populations. Rather, there was a greater influence on grades when referring to the students’ self-efficacy as opposed to other factors such as the school’s location or the students’ race. Data Collection The research study was approved by the Institutional Review Board at Liberty University. The principal at Springfield Middle school consented to the research study being conducted. Approval was also received from Washington County Public Schools Office of Testing and Administration with the following conditions: students remain anonymous, permission is received from parent and child, students may opt out of the study, and results of the study are sent to the office. The forms and scales were given to the principal to distribute to participating students. Because minors were involved in the study, the students were required to return parent consent forms and child assent forms. A master list of code numbers was created and the principal matched each participating student with a code number. The scales entitled the Children’s Perceived Academic SelfEfficacy subscale from The Morgan-Jinks Student Efficacy Scale (MJSES) were labeled with a specific code, so that information regarding the students’ classes could be gathered. The master list identified which students, according to code number, were enrolled in above-grade-level or grade-level English, math, science, and social studies classes. All students remained anonymous throughout the study and they always had an opportunity to discontinue their participation. During homeroom, the students were allotted approximately fifteen minutes to complete the scale. Then the homeroom SELF-EFFICACY AND ACADEMIC SUCCESS 18 teachers returned the scales to the principal who collected all of the paperwork. The homerooms are organized by grade-level and alphabetized by the students’ last names. All types of class levels, including magnet, merit, honors, and general class students, were involved. Researchers did not have contact with students nor did they administer the scale. The principal compiled the completed scales according to grade-level and the results were given to the researcher. The only other person who had access to the scales was a local statistician who interpreted the results of the middle school students’ selfefficacy levels. Therefore the conditions of my Institutional Review Board application were upheld. Only people who were specifically mentioned in the application were given permission to review the results. Results Reseach Question 1: Does a significant correlation exist between students’ selfefficacy levels and whether or not they are enrolled in an above-grade-level class? Prior to any statistical analyses, the Children’s Perceived Academic Self-Efficacy Scale, CPASES, items were reverse coded so that a higher score reflects higher SelfEfficacy (except for items 5, 15, 19, 20, 23, and 28 as they were negative in characteristics). In order to gauge the reliability of this instrument, a Scale Reliability Analysis using Cronbach’s Alphas was conducted on relevant items (items 6, 11, 18, and 25 were filtered out due to their stand-alone characteristic). Convention dictates that 0.7 is the minimum Alpha to be considered reliable. The result indicated that the CPASES in this study obtained an Alpha of 0.488. However, a point to take into consideration is that this study only sampled 56 middle school students. Therefore, an insufficient N could be SELF-EFFICACY AND ACADEMIC SUCCESS 19 a source for this Alpha. Some scales returned were incomplete, so pairwise deletion was used in SPSS. Table 1 lists the amount of students in each category.