Date of Publication

2005

Document Type

Master's Thesis

Degree Name

Master of Science in Guidance and Counseling

Subject Categories

Counseling

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Nancy C. Rayos

Defense Panel Chair

Jose Alberto S. Reyes

Defense Panel Member

Alice Orosa
John Addy S. Garcia

Abstract/Summary

The study sought to determine the correlation between academic self-efficacy (ASE), social self-efficacy (SSE), social adjustment (SA), and academic achievement such as grade point average (GPA) of freshman students of De La Salle University (DLSU). Moreover, an attempt was made to find out the best predictor of academic achievement among those foresaid variables. The participants were 104 (69 female and 35 male) freshmen students of De La Salle University. Three instruments were used in this study to gather data: Academic Self-efficacy Scale (ASES), of Illigan (1999) Social Self-efficacy Scale (SSES) of Shiomi(2002) and Bell Adjustment Inventory (BAI). Meanwhile, Grade -Point Average (GPA) was used to measure the academic achievement of the freshmen students of DLSU. The data were analyzed, using regression analysis. There is a significant and positive correlation between academic self-efficacy and academic achievement (GPA). The results of multiple regression analysis showed that academic self-efficacy was the best predictor for academic achievement (GPA) of freshmen students of DLSU. Further studies are recommended to identify other factors along with self-efficacy that might influence student academic achievement. The further researchers could make an attempt to conduct researches in which they may use some other variables in other schools and using a different population.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG003849

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Self-efficacy; College freshmen; Social adjustment; Academic achievement; De La Salle University

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