Self-Efficacy in Self-Regulated Student Learning

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Author(s): Eduard Balashov

To cite this article: Balashov, E. (2023). Self-Efficacy in Self-Regulated Student Learning, Inequality, Informational Warfare, Fakes and Self-Regulation in Education and Upbringing of Youth, Youth Voice Journal Vol. I, pp. 28-38. ISBN (ONLINE): 978-1-911634-78-2



The manuscript presented here reports the theoretical aspects of the concepts and empirical research of self-efficacy of students in self-regulated learning, which is considered as a person’s individual belief and ability to perform a particular task, the ability to manage and determine individual behaviour, and it affects individual feelings, thoughts, motivation, and behaviour. The purpose of self-efficacy is to identify and realise such components of learning as content, meaning, proper methods, problems and ways of solving them, and results of educational activities. We consider self-efficacy in self-regulated learning as an essential factor in the self-realisation of student youth because, thanks to it, students make sense of information, formulate results, determine work goals, and edit their own educational plans. In this case, self-efficacy acts not only as the result of self-regulated learning activity but also as the initial link of the educational process. With the use of the Generalised Self-Efficacy Scale (GSES) by R. Schwarzer and M. Jerusalem, the quantitative characteristics of self-efficacy levels of students of the first and fourth years were determined. The levels of student self-regulation were evaluated with the use of the questionnaire “Styles of self-regulation”. The results of the correlation between self-efficacy and self-regulated learning were also presented. Based on the theoretical analysis of scientific literature and the results of empirical research, it was concluded that self-efficacy and self-regulation of educational activities significantly affect students’ academic performance. There is a positive correlation between the evaluated variables of self-efficacy and self-regulated learning. It was also concluded that students with high self-efficacy are better prepared to choose complex tasks that require theoretical knowledge and analytical activity, unlike students with low self-efficacy and the ability for self-regulated learning.

Keywords: self-efficacy, learning, self-regulated learning, students

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