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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu Volume 3 │ Issue 8 │ 2017 doi: 10.5281/zenodo.885443 ASSESSMENT ON STUDENTS‘ ACADEMIC SELF-EFFICACY, SELF-CONCEPT, GOAL ORIENTATION AND ACADEMIC ACHIEVEMENT: THE CASE OF DEBRE MARKOS HIGHER EDUCATION PREPARATORY SCHOOL, ETHIOPIA Shimelis Aniley Tizazu1i, Demeke Wolie Ambaye2 Department of Psychology, 1 Debre Markos University, Ethiopia PhD, Department of Psychology, 2 Debre Markos University, Ethiopia Abstract: The purpose of this study was to investigate if there are significant relationships and gender differences among academic self-efficacy, self-concept, and goal oriented behaviors, and academic achievement of students. The target population was 1884 in Debre Markos higher education preparatory school in 2005 E.C. A sample size of 210 participants was selected using stratified and simple random sampling technique from the population based on the roster of record office. A self-report questionnaire was used to collect data on academic self-efficacy, self-concept and goal oriented behaviors while current semester examination marks were used to determine the average academic achievement scores for each participant. The instruments were administered after piloting to determine their suitability, validity and reliability. The Cronbach's alpha reliability coefficient after piloting was 0.862. The questionnaire was revised to improve the reliability coefficient. The data collected from the sample size were analyzed by Pearson product movement correlation coefficient and independent sample t-test. The hypotheses were tested at a = 0.05. The findings indicated a significant positive relationship between students' academic self-efficacy, self-concept and goal oriented behaviors, and academic achievement. The findings also indicated that there were significant gender differences in academic self-efficacy, self-concept, goal oriented behaviors and academic achievement scores of students. Thus, it was recommended Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 778 Shimelis Aniley Tizazu, Demeke Wolie Ambaye ASSESSMENT ON STUDENTS ACADEMIC SELF-EFFICACY, SELF-CONCEPT, GOAL ORIENTATION AND ACADEMIC ACHIEVEMENT: THE CASE OF DEBRE MARKOS HIGHER EDUCATION PREPARATORY SCHOOL, ETHIOPIA that providing welcome orientations, counseling services, short-term training and selecting classroom models are some of the solutions need to be given a due attention from teachers and school counselors. Keywords: academic self-efficacy, self-concept, goal orientation, Ethiopia 1. Introduction Education is the process of developing the capacities and potentials of individuals to make their life successful in a specific society or culture. From this perspective, education is serving primarily as an individual development function. Education begins at birth and continues throughout one s life as a constant and ongoing process. Whereas formal schooling begins somewhere between the ages six and seven when children are gathered together for the purposes of specific guidance related to skills and competencies that society deems important (Sikhwari, 2004). In other words, quality education is a process designed to inculcate the knowledge, skills and attitudes necessary that enable individuals to cope effectively with their environment. Its primary purpose is to foster and promote the fullest individual self-realization for all people. Achieving this goal requires understanding of commitment to the proposition that education is a primary instrument for social and economic advancement of human welfare (Verma, 1990). Still academic achievement is an important factor in national education since it is an indicator of whether the education in a country is successful or not. Dambudzo (2009) stated that educators, parents and students have given more emphasis on the level of academic achievement of students as a measure of academic success in all academic institutions. Not only does academic achievement measure academic success, it is also the most important criterion to achieve quality education. Large numbers of students start their preparatory education every year with different academic achievement scores obtained at Grade 10 national examination. However, most of students are not successful in gaining better academic achievement scores. Some students drop out their education for economic, health and psychological problems. Other students have completed the courses but obtained very low academic achievement scores. Still other students have got passing academic achievement scores yet they are not satisfied with their academic results (Sikhwari, 2004). For downloading the full article, please access the following link: https://oapub.org/edu/index.php/ejes/article/view/1012 European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017 779