The Relationships among Self-Efficacy, Collective Efficacy, and Academic Performance of Middle School Students

• Main Authors: Li-Chun Ho, 何麗君
• Other Authors: 黃德祥
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/05266795810582906720

碩士 === 國立彰化師範大學 === 教育研究所 === 93 === The main purposes of this study were to explore the relationships among self-efficacy, collective efficacy, and academic performance of middle school students. A total of 1,509 students, randomly selected from public middle schools in central Taiwan, responded to a set of instruments including Self-Efficacy Scale and Collective Efficacy Scale. The statistics methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, product-moment correlation, multiple-regression analysis,and stepwise regression analysis. The main findings of the study were summarized as follows: 1. There were significant differences in students’ self-efficacy concerning all background variables. 2. There were significant difference in students’ collective efficacy with respect to grade, county, studious level, and achievement level. 3. According to the outcome of multiple regression analysis, students’ self-efficacy could predict their academic performance. 4. According to the outcome of multiple regression analysis, students’ collective efficacy could predict their academic performance. 5. There were significant correlations between self-efficacy and collective efficacy. 6. Based on the result of stepwise regression analysis, self-efficacy and collective efficacy were significant predicators for students’ academic performance. Finally, some suggestions for students, parents, teachers, and future researcher were proposed according to the results. Keywords: Self-Efficacy; Collective Efficacy; Academic Performance.