The purpose of the investigation was meant to study the relationship between self efficacy and academic achievement. The study comprised of 150 students from two unaided schools randomly selected from Chandigarh, UT. The tool used for the data collection was Self Efficacy questionnaire for children (SEQ-C) by Muris, P. (2001) which measured academic, social and emotional self efficacy. For academic achievement, data was collected from previous academic scores in class. The obtained data were analysed by using Pearson product moment correlation and by using ‘t’ test. The results revealed that there exists a significant positive relationship between self efficacy and academic achievement of 10th grade Students of Chandigarh city. No significant differences were found between high and moderate level of academic achievement with respect to their Self- Efficacy in various areas i.e. academic, social and emotional. However, significant difference with respect to social and total efficacy have been found between the students with moderate and low level of academic achievement. In addition, significant differences were found between high and low level of academic achievement with respect to their self –efficacy in all the areas i.e. academic, social and emotional. On the basis of results, it has been concluded that the self-efficacy and its sub- skills components should be emphasized in education and explicitly taught to the students.
Cite this article:
Neena Sawhney, Sneh Bansal. Self Efficacy and Academic Achievement among High School Students. Res. J. Humanities and Social Sciences. 2019; 10(2): 265-269. doi: 10.5958/2321-5828.2019.00048.2