%0 Journal Article
%T Relationship of Academic SE to Self-Regulated Learning, SI, Test Anxiety and Academic Achievement
%A Shafiq Ahmad
%A Dr Ashiq Hussain
%A Muhammad Azeem
%J International Journal of Education
%D 2012
%I 
%R 10.5296/ije.v4i1.1091
%X The study was conducted to analyse the relationship of academic self-efficacy to self-regulated learning, school identification, test anxiety and academic achievement at secondary school level. Another purpose was to examine whether self-efficacy and school identification predict academic achievement or not. Four instruments were administered to a sample of 426 students of Grade 10 (205 boys, and 221 girls). Results revealed significant correlation between the variables. Strongest relationship was found between studentsĄ¯ academic self-efficacy and self-efficacy for self-regulation. Self-efficacy beliefs at academic domain level were found contributing significantly to the prediction of academic achievement. Significant gender differences were not found on measures of self-efficacy beliefs at academic domain level, school identification, and anxiety. GirlsĄ¯ academic achievement was found better than the boysĄ¯ achievement. Boys were reported better than girls on measure of self-efficacy for self-regulated learning.
%U http://www.macrothink.org/journal/index.php/ije/article/view/1091