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Economic status, self-efficacy and academic achievement: the case study of undergraduate students

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  • Esen Sucuoğlu

    (Near East University)

Abstract

This research is a descriptive study aimed at determining the effect of socio-economic status on university students academic achievement and self-efficacy, and the relationship between academic achievement and self-efficacy. The study was carried out with Phycology Students who study in Near East University in 2016–2017 school years. In this study, quantitative research method was used and research data was collected by questionnaire technique. A simple random sampling method is selected and 298 students were interviewed. SPSS 22.0 data analysis package program was used for statistical analysis of research data. Frequency analysis was used to determine the socio-economic characteristics of the students and descriptive statistics of academic achievement and general self-efficacy scale scores were given. Also, the LSD test was applied to the data analysis in order to determine percentage, arithmetic average, standard deviation, Chi squared test, t test, one-way analysis of variance and source of differences. As a result of this research, there is a statistically significant correlation between the students’ scores on the self-efficacy scale and their academic achievement. This correlation is positive, and shows that as students’ self-efficacy increases, their academic achievement also increases. Also it is seen that the academic achievement of female students is higher than that the male students.

Suggested Citation

  • Esen Sucuoğlu, 2018. "Economic status, self-efficacy and academic achievement: the case study of undergraduate students," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(1), pages 851-861, December.
    • Handle: RePEc:spr:qualqt:v:52:y:2018:i:1:d:10.1007_s11135-018-0692-y
    DOI: 10.1007/s11135-018-0692-y
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    References listed on IDEAS

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    1. Carolien Van Soom & Vincent Donche, 2014. "Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relationship with Academic Achievement," PLOS ONE, Public Library of Science, vol. 9(11), pages 1-13, November.
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