High School Students’ Academic Performance Concerning Social Responsibility and Self-Efficacy

Abstract

Objective: This study aims to examine whether a correlation exists among academic performance, social responsibility, and self-efficacy, as all three elements play a crucial role in an individual's development and maturation.   Theoretical Framework: The study was focused on the relationship between social responsibility, self-efficacy, and academic performance. Furthermore, it analyzed differences based on age and gender in the scale of these variables.   Method: The research was conducted with a champion of 100 students aged 15 to 19. To measure these variables two reliable assessments have been used. Data collection was carried out through questionnaires.   Results and Discussion: The findings of this study reveal a minimal correlation between social responsibility and self-efficacy, shedding light on the prevailing circumstances faced by the students. Additionally, the results indicate an absence of statistically significant gender disparities in these factors while highlighting age-related distinctions in self-efficacy levels.   Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of psychology and education. [insert field of study]. These implications could encompass education curricula and student awareness of important psychological and social issues.   Originality/Value: This article encourages further research, educational curriculum modifications, and professional framework building. Moreover, the study suggests raising awareness for social responsibility and the need to provide knowledge and practice about social issues.