The relationship between self-efficacy, procrastination and exam anxiety with academic achievement among students

Dissertation for Master's Degree in Counseling and Guidance

Abstract:

The purpose of this research was to investigate the relationship between self-efficacy, academic procrastination and test anxiety with academic progress in male students. A descriptive-correlational research design was used. The statistical sample was 258 male students in the first grade of the West Islamabad high school in the academic year 94-93, who were selected in a multi-stage cluster. Data collection, the general self-efficacy scale of Scherer et al. (1982), the academic procrastination scale of Solomon and Rothbloom (1984) and Phillips test anxiety (1979) were implemented on the students and were considered to measure the academic progress of the first semester. The data analysis was done using the Pearson correlation method and multiple regression. The results showed that there is a relationship between self-efficacy and academic progress at the level of (There is a significant positive correlation). Other findings indicated that there is a significant negative correlation between procrastination and academic progress at the (0.01) level. Also, there is a significant negative correlation between exam anxiety and academic progress at the (0.1) level. The findings highlight the role and importance of self-efficacy, procrastination and anxiety in students' academic success.

Keywords: Self-efficacy, academic procrastination, exam anxiety, academic progress.

Introduction:

One of the efficiency criteria of the educational system is the progress and academic failure of students, and the discovery and study of the variables affecting these variables leads to a better understanding and prediction of the effective factors in the school.

. Therefore, examining the variables that are related to academic progress in different subjects is one of the basic topics of research in the education system (Farahani, 2003. Among the effective factors in academic progress, we can mention factors such as self-efficacy, procrastination, and exam anxiety. Some experts have stated that learning is metacognitive in addition to cognitive factors (Bruce, McCann, Killonen, Bandura [1] 2001) one of the theories Cognitive psychologists believe that self-efficacy or a person's beliefs about their abilities is the most important motivational factor affecting human performance. Bandura (1997) defined self-efficacy as a person's belief and judgment of his abilities to perform a specific task. Self-efficacy is a specific and context-dependent assessment of his ability to act in a task. It causes a high sense of self-efficacy, resistance and flexibility It also has an effect on the amount of stress and anxiety that people experience when doing an activity (Pajarzo Shang [3], 2001).

Procrastination or postponing things to the future is so common that it may be considered one of the innate human tendencies, although procrastination is not always a problem, but in most cases it can have adverse and irreparable consequences by hindering the academic progress of students and the lack of access to educational goals. In defining this structure, researchers pointed to laziness and procrastinating today and tomorrow in doing important things (at the expected time), along with mental and uncomfortable experiences (Ellis and James Wallerand, 1995; According to Jokar and Delavar Pour, 2016).

Exam anxiety is another important issue for students. Exam anxiety, as a common and important educational phenomenon, has a close relationship with academic performance. Exam results have a significant impact on various aspects of people's lives. After improving the literacy level of students through educational systems, they only face more exams. This issue brings more expectations and pressures from parents and educational systems regarding their performance and gradually increases exam anxiety (McDonald [4], 2001). In fact, it seems that the reason for the academic failure of many students is not the inability to learn or weak intelligence, but rather the high level of exam anxiety.

A person with exam anxiety knows the course material, but the intensity of his anxiety prevents him from showing his knowledge during the exam. People with high test anxiety are motivated to engage in unrelated activities, and these behaviors damage or disrupt their performance (Esadi Moghadam, 2015).

The aim of the present study is the academic progress of the first year high school students (Second Secondary) of Islamabad Gharb city in the academic year 2013-2014.

The aim of the current research is the academic progress of first year high school students (Second Secondary) of Islamabad Gharb city in the academic year 94-93, and the above-mentioned cases are aimed at finding out what effect and relationship important cognitive components such as self-esteem, academic procrastination and exam anxiety have on academic progress. Bini has received the attention of education and training experts. On the one hand, the sensitivity of education and training, the complexity of today's world, on the other hand, requires more knowledgeable managers and teachers to provide the ground for collective growth. Today, instead of providing educational programs or classroom behavior management, the focus of education has changed to developing motivated and strategic students. It is the learned or acquired ability of a person in school subjects that is measured by standardized tests (cited by Saif, 1386). Saif (1386) states about academic progress: "Educational progress, information or acquired skills in public or private subjects that are usually measured by tests or signs or both that teachers set for students, the academic progress of students is one of the indicators. It is important in educational evaluation and it expresses the level of achievement with educational standards and goals))

Verber [7] (1985) and Line [8] (1967) have defined progress as follows: "The term academic progress refers to a manifestation of the student's academic status, this manifestation may represent a score for a course with the average grades of different courses (quoted from Seif, 2016) Attention to the issues that caused the academic progress of students has caused that Education researchers should research the variables that have a direct and indirect effect on academic progress and put solutions that affect this in the opportunity of the educational system, so knowing the psychological and individual components of students can act as a powerful force and help increase the efficiency of education (Mohsani, 2013). A student's intelligence and ability to learn is influenced by personality traits such as self-belief (self-confidence), striving and surrendering (self-motivation), checking the causes of failure when failing (self-evaluation), arranging new social methods and methods to reach the goal (self-regulation) and controlling impulses (self-leadership). , 1386; Quoted by Pour Jafar Dost, 2006). Piaget believes that self-efficacy schemas are formed during the internalization and externalization of countless things that occur in rich environments.

Self-efficacy through the motivation of Dorni causes a person to strive spontaneously in the environment and achieve his own efficacy beliefs. Nature, like an invisible teacher, motivates a person to reach his capacity to reveal the different transformations in various and different stages (Rousseau, quoted by Sharifi Avaradi, 2013). The sense of self-efficacy is one of the most important aspects of self-evaluation, many studies have been conducted in relation to these variables, and the results obtained indicate that the sense of self-efficacy predicts improvement and health status. One of the important mental health programs is to recognize and accept ourselves as we are (Mir Bagheri, 2014) and to increase the mental capacity. Cognitive ability will give a person the possibility to maintain his life at a desirable psychological level and crystallize this ability in the form of adaptive, effective and positive behavior. The role of psychological capacity in improving health is very important in three physical, psychological and social aspects (Tarmian, Mahjoui, Fathi, 2018). People regulate their motivation and actions with active self-evaluation. Based on this view, people have beliefs by which they can control their emotions and actions. How people behave can be predicted by their self-efficacy beliefs (Bandura, 1999, 2001, Bandura, Locke, 2003).