Transition to Senior Secondary School: Students Expectations and their Academic Efficacy

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F16%3A10324309" target="_blank" >RIV/00216208:11210/16:10324309 - isvavai.cz</a>

Výsledek na webu

<a href="http://erie.pef.czu.cz/Documents/ERIE2016.pdf" target="_blank" >http://erie.pef.czu.cz/Documents/ERIE2016.pdf</a>

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Transition to Senior Secondary School: Students Expectations and their Academic Efficacy

Popis výsledku v původním jazyce

Academic efficacy is a form of self-efficacy that is tightly linked to academic achievements, motivation and future professional careers. Previous research has shown that changes occur in academic efficacy throughout the course of one's educational process. Our research project focuses on transitions between levels of education and changes in academic efficacy. Such changes in academic efficacy are also connected with students' expectations about their future schooling. Our research results show a close coherence between all the observed variables. In general, adolescents tend to have a good academic efficacy measured by MALS (Burden, 1998) and a shorten Child Self-Efficacy Scale (Pastorelli et al. 2001). Just 16% (measured by MALS) and 7% (measured by ChSE) of adolescents reach lower scores, which would require attention. Adolescents, in general, express higher levels of efficacy in coping with the change and report mostly positive emotions connected with the transition of school.

Název v anglickém jazyce

Transition to Senior Secondary School: Students Expectations and their Academic Efficacy

Popis výsledku anglicky

Academic efficacy is a form of self-efficacy that is tightly linked to academic achievements, motivation and future professional careers. Previous research has shown that changes occur in academic efficacy throughout the course of one's educational process. Our research project focuses on transitions between levels of education and changes in academic efficacy. Such changes in academic efficacy are also connected with students' expectations about their future schooling. Our research results show a close coherence between all the observed variables. In general, adolescents tend to have a good academic efficacy measured by MALS (Burden, 1998) and a shorten Child Self-Efficacy Scale (Pastorelli et al. 2001). Just 16% (measured by MALS) and 7% (measured by ChSE) of adolescents reach lower scores, which would require attention. Adolescents, in general, express higher levels of efficacy in coping with the change and report mostly positive emotions connected with the transition of school.

Druh

D - Stať ve sborníku

CEP obor

AN - Psychologie

OECD FORD obor

—

Projekt

<a href="/cs/project/GA13-28254S" target="_blank" >GA13-28254S: Tranzitorní momenty v životní dráze dítěte a dospívajícího</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 13th International Conference Efficiency and Responsibility in Education

ISBN

978-80-213-2646-0

ISSN

2336-744X

e-ISSN

—

Počet stran výsledku

8

Strana od-do

186-193

Název nakladatele

Česká zemědělská univerzita

Místo vydání

Praha

Místo konání akce

Praha

Datum konání akce

2. 6. 2016

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

—