The Level Of Perceived Self-Efficacy And Its Relationship To Achievement Motivation Among Third –Year Secondary School Students- A Filed Study Of A Sample From “Kateb Yacine” High School, Setif State

Q4 Social Sciences

International Journal of Early Childhood Special Education Pub Date : 2024-07-08 DOI:10.48047/intjecse/v16i2.1

Karima Belhocine

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引用次数: 0

Abstract

The study aimed to reveal the level of perceived self-efficacy and achievement motivation among a sample of third year secondary school students, on a final sample of 131 students; they were selected using a simple random sample method from the academic year 2021-2022. The researchers used the descriptive correlational method. in order to achieve the desired goals of the research , two tools were applied, namely “ the perceived self-efficacy questionnaire” and the achievement motivation scale” ,which consist of 40 items. the results revealed that the level of perceived self-efficacy and motivation in achievement among the third- year secondary school students of “KatebYacine” secondary school in the state of SETIF is low. With a correlation between each of the perceived self-efficacy and motivation in achievement, and the results revealed that there were no differences statistically between male and female studentsof “katebyacine” secondary school in the state of SETIF.

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三年级中学生的自我效能感水平及其与成就动机的关系--对塞提夫州 "Kateb Yacine "中学样本的抽样研究

本研究旨在揭示初三学生的感知自我效能感和成就动机水平。研究人员从 2021-2022 学年的 131 名学生中，采用简单随机抽样的方法，最终抽取了 131 名学生作为样本。为了实现研究的预期目标，研究人员使用了两个工具，即 "感知自我效能感问卷 "和 "成就动机量表"，这两个量表由 40 个项目组成。研究结果显示，SETIF 州 "KatebYacine "中学初三学生的感知自我效能感和成就动机水平较低。结果表明，SETIF 州 "KatebYacine "中学的男女学生在统计上没有差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Early Childhood Special Education EDUCATION, SPECIAL-

自引率

0.00%

发文量

157

审稿时长

8 weeks

期刊介绍： International Journal of Early Childhood Special Education (INT-JECSE) is an online, open-access, scholarly, peer-reviewed journal offering scholarly articles on various issues of young children with special needs (0-8 age) and their families.The INT-JECSE publishes empirical research, literature reviews, theoretical articles, and book reviews in all aspects of Early Intervention (EI)/Early Childhood Special Education (ECSE).Studies from diverse methodologies, including experimental studies using group or single-subject designs, descriptive studies using observational or survey methodologies, case studies, and qualitative studies, are welcome.High technical quality in the design, implementation, and description, as well as importance to the field is required to be reviewed and published in the INT-JECSE.