Analýza vztahů mezi self-efficacy, školním prospěchem žáků a jejich postavením ve školní třídě
| Title in English | Analysis of relationships between pupils' self-efficacy, their school achievement and sociometric status in the class |
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| Year of publication | 2019 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
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| Description | The paper deals with the research aimed at exploring the relationships between pupils' self-efficacy, their school achievement and sociometric status in the class. The research also looked for the differences in these variables depending on the type of school and sex. Respondents were pupils of elementary and grammar schools (N = 396) in the age of 11 to 15. The questionnaire methods were used: SEQ-C by P. Muris and SO-RA-D by V. Hrabal. The results of the research show that boys have statistically significantly higher rate of social and emotional self-efficacy and that girls and pupils studying grammar schools have statistically significantly better school grades. The analysis of relationships shows medium strong positive correlation between the rate of academic self-efficacy and school grade average. The rate of social self-efficacy slightly positively correlates with the influence index and also with popular index if measured for pupils studying elementary schools. The analysis of relationships shows a low positive relationship between pupils' popularity and school assessment, this relationship is stronger for pupils studying grammar schools. The relationship between pupils' influence on their classmates and school success was not found. |