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Investigating the power of predicting academic self-efficacy by classroom psychosocial climate and social anxiety in Shiraz high school students

Number of pages: 128 File Format: word File Code: 29902
Year: 2014 University Degree: Master's degree Category: Psychology
Tags/Keywords: Academic self-efficacy - High school students - mental atmosphere - social anxiety - Social class
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  • Summary of Investigating the power of predicting academic self-efficacy by classroom psychosocial climate and social anxiety in Shiraz high school students

    Dissertation for Master's Degree (M.A.)

    Trend: General

    Abstract

    The purpose of this research was to investigate the possibility of predicting the academic self-efficacy of high school students based on social anxiety and the psycho-social climate of the class. For this purpose, a sample of 360 people (173 girls and 188 boys) of third year high school students in Shiraz city were selected by random cluster sampling.  In order to collect the required information, academic self-efficacy questionnaires, social anxiety scale for teenagers, and class psychosocial atmosphere scale were used. The data were analyzed using Pearson's correlation coefficient and multiple regression.

    The results showed that there is a significant relationship between social anxiety and its dimensions with academic self-efficacy. Also, the results showed that there is a significant relationship between the psychosocial atmosphere of the class and its dimensions with academic self-efficacy. Regression analysis showed that the variable of social anxiety and its dimensions predicted about 56% and the psychosocial climate of the class about 35% of the variance of academic self-efficacy (P<

    As a result, it can be said that psychosocial variables play an important role in predicting the academic self-efficacy of students.

    Key words: academic self-efficacy, social anxiety, psychosocial class climate, high school students.

    Introduction

    The concept of self-efficacy was first formally described by Bandura (1977) as the belief that a person can successfully perform the behavior required to produce an outcome. In other words, self-efficacy shows a person's confidence that he is able to successfully perform a certain behavior (Gudiano and Herbert, 2003).

    According to the theory Bandura[1] (1986) is basically "perceived ineffectiveness in dealing with potential threats, which causes both anxiety and avoidance behavior. People's avoidance of threatening activities and situations is not due to coping with anxiety, but because they believe that they will not be able to control the threatening aspects of the environment." Those who judge themselves to be efficient in controlling environmental threats do not fear or avoid situational threats, but those who feel ineffective in controlling environmental threats face a variety of aversive consequences. Bandura (1986) believes that through personal reflection, people are able to evaluate their experiences and cognitive processes. According to this view, what people know, the skills they have and what they have "done before" are not always good predictors of subsequent performance because the beliefs people have about their abilities powerfully influence the ways they will behave. As a result, how people behave is both influenced by their beliefs about their abilities and predicted by these beliefs rather than the results of their previous performances. This does not mean that people can perform tasks beyond their abilities. They believe that they can, rather, proper functioning requires coordination between self-beliefs on the one hand and having the necessary skills and knowledge on the other hand, and how a person perceives his ability helps to use the skills he has (Kheir and Stovar, 2016). Bandura [3] (1977) considers persuasion to be the result of verbal judgments about a person, which can play an important role in the development of his efficiency. Verbal persuasion is related to persuading a person by reminding and highlighting his positive points and abilities to succeed, and it is usually fruitful. Because a person's success depends more on his effort than on his inherent abilities.

    Bandura (1997) believes that people with high social anxiety often feel that they lack special skills, abilities or characteristics necessary for interpersonal behavior and how to react to threatening situations, and as a result, they often have low expectations of success in social situations.In other words, Bandura (1997) believes that the level and strength of people's efficacy or the expectation that they can successfully perform the required behavior to produce the required consequences determine how they will cope, how much effort they will put forth and how long they will continue this effort in dealing with a threatening situation.

    Sklenker and Leary (1982) believe that usually "people in social situations try to present themselves in socially favorable ways. For example They tend to present themselves as competent, attractive, and valuable to others. The actor's perceived or expected reactions provide feedback on whether the actor has made a favorable impression on others. If they respond in an appropriate manner to the actor, then the actor has succeeded in accomplishing his goal. People in social situations will feel safe when they do do not affect others, so they are not concerned about the evaluative reactions of others, or (2) they strive to create a favorable impression on others and believe that they will succeed in doing so. But in a wide range of social situations, people do not have such a sense of security. Although they may want to create such a favorable effect. They may (1) be unsure of how to do it, (2) believe that they are unable to receive favorable reactions from others. For example, they may want to be seen as a competent person in the situation by others, but doubt that this will happen. and (3) the belief that they cannot look the way they want to look. These conditions lead to social anxiety. In other words, social anxiety occurs when people are motivated to make a favorable impression on others but are hesitant about making this impression. Perceived inability to predict, control, and obtain desired outcomes are considered major antecedents of anxiety (eg, Siligman, 1975). Also, Sklanker and Leary (1982) believe that a necessary but not sufficient condition for the occurrence of social anxiety is that people are motivated to make a favorable impression on others. People who do not have such goals in the situation will not be particularly concerned about the evaluation of others and as a result will not feel anxious.

    During the past few decades, several theoretical models have been presented to explain the mechanisms of social anxiety, some of which emphasize the cognitive process. Cognitive models of social anxiety are based on the idea that cognitive beliefs such as "inefficient beliefs" and "irrational thoughts" play an important role in the "cause" and "persistence" of anxiety disorder (Beck [4] et al., 1985). These symptoms include physical symptoms such as anxiety and tension that people experience in different situations and interpret them in different ways. For example, being in social situations leads to these symptoms for some people and makes them consider the presence of anxiety as a sign of weakness and their expectation of success decreases, so they do not perform well in social situations.  The concept of social anxiety is one of the names that has been used to refer to this outcome and emotional-behavioral cognitive phenomenon (Ziegler [5], 2005).

    Social anxiety disorder or social phobia refers to the obvious and continuous fear of social or functional situations and comes from a person's belief that he will act in an embarrassing or humiliating manner in these situations. People with social anxiety disorder usually avoid fearful situations and rarely force themselves to endure social or functional situations, but if they face these situations, they will feel intense anxiety.

  • Contents & References of Investigating the power of predicting academic self-efficacy by classroom psychosocial climate and social anxiety in Shiraz high school students

    List:

     

    Table of contents

                                                                           Page

    Abstract.. 1

    Chapter 1: Generalities of the research

    Introduction.. 3

    Statement of the problem.. 9

    Importance and necessity of research. 12. Research objectives. 14. Research hypotheses. 14. Theoretical and operational definitions of research variables. 15.

    Chapter Two: Theoretical and Research Basics

    Part One: Theoretical Basics of Research. 17.

    1- Academic self-efficacy. 17. Definitions and characteristics of self-efficacy. 17. Determinants of self-efficacy. 20. The stages of self-efficacy growth. 23. Self-efficacy and anxiety. 26. 2- Social anxiety disorder. 26. Definition of social anxiety disorder. 29.

    Diagnostic criteria of social anxiety disorder. 31. Prevalence of social anxiety disorder. 32.

    Period or age of onset of social anxiety disorder. 33.

    Psychological symptoms of social anxiety disorder. 34.

    Social anxiety disorder in teenagers. 35.

    Theoretical perspectives on anxiety. .37

    Psychodynamic perspective. .37

    Behaviorism perspective. .39

    cognitive perspective. 40

    Biological point of view. .42

    The view of humanism. 44

    Social perspective. 45

    Etiology of social anxiety. 45

    Psychodynamic theories. 45

    Behavioral theories. 46

    Biological theories. .47

    Autonomic nervous system. .48

    Chemical transporters. 48. Hereditary factors. 49

    Theoretical models of social anxiety. 50. Beck's schema theory. 50

    Associative network theory of belief. .51

    Clark and Wells cognitive model. 51. Rapi and Heimberg's cognitive model of social anxiety. 52. Beck, Emery and Greenberg's cognitive model of social anxiety. 52

    3- Social-Jorvani class. .53

    Definitions.. .53

    Types of psychological atmosphere ruling the class. 53.

    Characteristics of desirable human relations in school. 54

    Two basic dimensions of school climate. 55. The second part of research literature. 56

    Research conducted abroad. 56

    Investigations done inside the country. 59.

    Summary of research literature. . 63.

    Chapter Three: Research Method

    Research Method. 65

    Statistical Society. 65. Sample and sampling method. 65. Information gathering tools. 66

    Jorvani-social class scale. 66

    Social anxiety scale for teenagers. 67

    Academic self-efficacy scale. 68

    Execution method.. 68

    Data analysis method. 69

    Ethical considerations. 69.

    Chapter Four: Data Analysis

    Description of subjects' scores according to social anxiety scores. .71

    Description of the subjects' grades according to the grades of the psycho-social atmosphere of the class. 72. Description of subjects' scores according to academic self-efficacy scores. 72. Correlation matrix of social anxiety and academic self-efficacy. 73.

    Regression analysis of social anxiety on academic self-efficacy. 74.

    Correlation matrix of the psycho-social climate of the class and academic self-efficacy. 76.

    Regression analysis of the psycho-social climate of the class on academic self-efficacy. 77.

    Chapter Five: Discussion and Conclusion

    Discussion and review of research findings. 79

    The first research hypothesis. 79

    The second research hypothesis. 80.

    The third research hypothesis. 81.

    The fourth research hypothesis. 82. Limitations of the research. 85. Research proposals. 86.

    Theoretical proposals of the research. .87

    Application suggestions. .89

    Sources.. .90

    Appendix.. .106

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    Arabian, A; Khodapanahi, Mohammad Karim; Heydari, Mahmoud; Sadekpour, Bahram. (2013). Investigating the relationship between self-efficacy beliefs and mental health and academic success of students.  Journal of Psychology, Volume 8, Number 32, pp. 371-360. Amali, S. (1373). Comparison of courage training combined with cognitive restructuring in reducing social anxiety. Journal of Thought and Behavior, first year, fourth issue.

    Bakhtiarpour, Saeed; Heydari, Alireza; Alipour Khodadai, Shahla. (2010). The relationship between attention bias and general self-efficacy with social anxiety in female students. Women and culture scientific and research quarterly. Year 3, No. 10, pp. 71-85.

    Khair, Mohammad; Stewar, p.; Latifian, M.; Tagvi, S.R.; Samani, S., The mediating effect of focused attention and social self-efficacy on the relationship between social anxiety and judgmental biases, Iranian Journal of Psychiatry and Psychology, Spring 2017, 14th, number one, page 24.

    Dadestan, P; Anari, A., Saleh Sadekpour, B., Quarterly Journal of Iranian Psychologists, Winter 2016, Year 4, Number 14, 123-115. Pourafkari, Shahrab, Tehran.

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    Procheska, James O., and Norcross, John S. (2005). Theories of psychotherapy. Translated by Yahya-Seydmohammadi, Tehran, Rushd Publishing House.

    Hosseinchari, Masoud; No, Muhammad. (1382). Investigating the psycho-social atmosphere of the class as one of the components of school culture. Journal of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, No. 3 and 4, pp. 25-42.

    Khawaje, Laleh; Hosseinchari, Masoud. (2010). Investigating the relationship between social anxiety and psycho-social classroom atmosphere with middle school students' academic self-efficacy. Educational Psychology Quarterly. No. 20, pp. 153-135.

    Khair, Mohammad; stable, small; Latifian, Morteza; Tagvi, Mohammad Reza; Samani, Siamak. (1387). The mediating effect of self-focused attention and social self-efficacy on the relationship between social anxiety and judgmental bias. Iranian Journal of Psychiatry and Clinical Psychology, No. 10, pp. 22-34.

    Sif, Ali Akbar. (2010). Modern Educational Psychology (Learning and Education Psychology), Tehran, Doran Publishing House. Educational atmosphere and academic progress. Al-Zahra University, Scientific Research Journal of Human Sciences. No. 10 and 9.

    Talibzade Nobarian, Mohsen; Saleh Sadeghpour, Bahram; Karamati, Ensi. (2007). Investigating the effect of the social atmosphere of secondary schools on the development of students' social skills. Second year, number 8, 23-47.

    Etofi Salmani, Mohammad Reza; Bahari, Saif Elah; Gudarzi Malairi, Behzad. (2007). Investigating the effect of the psycho-social atmosphere of the class on the academic achievement of fifth grade students in Kashan city.  New Thought Quarterly in Educational Sciences, third year, number 14, pp. 63-80. Gholami, Fatemeh; Kajbaf, Mohammad Bagher; Neshat Doust, Hamid Taher. (2006). The effectiveness of self-efficacy group training on reducing social anxiety. Journal of Psychology, Volume 11, pp. 216-232.

    Ghibi, Masoumeh; Arefi, Mahbobe; Danesh, Asmat. (2012). The relationship between learning styles and self-efficacy of students of study groups. Applied Psychology Quarterly, No. 6, pp. 35-68. Farahani, Mohammad Naqi; Karamati, Hadi. (2008). To investigate the relationship between self-efficacy and attitude and academic performance of mathematics course in the third middle school students of Tehran. Scientific-Research Quarterly of Human Sciences of Al-Zahra University. Year 12, No. 42, pp. 122-107.

    Fasharky, M.; Islamic, M.; Moghimian, M.; Azarbarzin, M. (1391). The effect of lecture and lecture methods along with problem-based learning on the self-efficacy of nursing students of the Islamic Azad University of Najaf-Abad. Journal of Education in Medical Sciences. 10(3), 262-268. Kaplan, H; Sadok, b. (1994). Summary of psychiatry. Translated by Nasrullah Pourafkari (1376), Tabriz, Zoghi Publications.

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    Kazemi, Hamid, (1382). Comparison of cognitive distortions in anxious and depressed patients. Master's thesis in clinical psychology, Shiraz University.

Investigating the power of predicting academic self-efficacy by classroom psychosocial climate and social anxiety in Shiraz high school students
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