Self-Regulation and Psychological Resilience as Predictors of the Academic Self-Efficacy of University Students

Year 2024, , 403 - 421, 21.10.2024

Mine Sayın Kılıç , Özge Erduran Tekin , Berra Keçeci

https://doi.org/10.18009/jcer.1448525

Abstract

The purpose of this study is to determine the effects of the self-regulation and psychological resilience levels of university students on their academic self-efficacy. The sample of this correlational study included a total of 520 university students enrolled in the Atatürk Faculty of Education at Marmara University. The Self-Regulation Scale, the Brief Resilience Scale, and the Academic Self-Efficacy Scale were used to collect data. It was determined that the psychological resilience levels of the participants varied based on their genders, while their self-regulation and self-efficacy levels did not differ based on the gender variable. Self-regulation and psychological resilience were found to be associated with academic self-efficacy, where self-regulation and psychological resilience together predicted academic self-efficacy.

Keywords

Academic self-efficacy, self-regulation, psychological resilience, university students

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Marmara University Ethics Committee of the Institute of Educational Sciences The date and number of the ethical assessment decision: 03.05.2021 / 4-4

References

• Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students' perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. http://www.doi.org/10.33902/JPSP.%202020261309
• Agrawal, S., Norman, G. R., & Eva, K. W. (2012). Influences on medical students’ self‐regulated learning after test completion. Medical Education, 46(3), 326-335.
• Akbay, S., & Gizir, C. (2010). Cinsiyete göre üniversite öğrencilerinde akademik erteleme davranışı: Akademik güdülenme, akademik öz yeterlik ve akademik yükleme stillerinin rolü [Academic procrastination behavior in university students according to gender: The role of academic motivation, academic self-efficacy and academic attribution styles]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 60-78.
• Akdeniz, H., Savtekin, G., & Köylü, K. (2021). Üniversite öğrencilerinin yaşam doyumlarının, psikolojik sağlamlık düzeylerine etkisinin incelenmesi [Examining the effect of university students' life satisfaction on their psychological resilience levels]. Spor ve Rekreasyon Araştırmaları Dergisi, 3(1), 36-52.
• Akın, A. (2008). The relationships between university students’ chemistry laboratory anxiety, attitudes, and self-efficacy beliefs. Australian Journal of Teacher Education, 35(8), 48-49.
• Akyürek, M. İ. (2020). Öğretmen adaylarında akademik öz-yeterlik ve akademik güdülenme ilişkisi: Hacettepe Üniversitesi örneği [The relationship between academic self-efficacy and academic motivation in teacher candidates: Hacettepe University example]. Medeniyet Eğitim Araştırmaları Dergisi, 4(2), 36-50.
• Al Khatib, S. A. (2010). Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students’ performance. International Journal for Research in Education, 27(8), 57-7
• Aldan Karademir, Ç., Deveci, Ö., & Çaylı, B. (2018). Investigation of secondary school students’ self-regulation and academic self-efficacy. E-Kafkas Journal of Educational Research, 5(3), 14-29.
• Arseven, A. (2016). Öz yeterlilik: Bir kavram analizi [Self-efficacy: A concept analysis]. Electronic Turkish Studies, 11(19). http://dx.doi.org/10.7827/TurkishStudies.10001
• Arends, R. I. (1998). Learning to teach. McGraw Hill.
• Ateş, B., & Sağar M. E. (2021). Üniversite öğrencilerinde özyeterliğin yordayıcısı olarak bilişsel esneklik, duygu düzenleme becerileri ve psikolojik sağlamlık [Cognitive flexibility, emotion regulation skills and psychological resilience as predictors of self-efficacy in university students]. İstanbul Aydın Üniversitesi Sosyal Bilimler Dergisi, 13(3), 679-695.
• Ateş, B., & Sağar, M. E. (2022). Psikolojik danışman adaylarında akademik başarının yordayıcısı olarak psikolojik sağlamlık, bilişsel esneklik ve öz-yeterlik [Psychological resilience, cognitive flexibility and self-efficacy as predictors of academic success in psychological counselor candidates]. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 1-9. https://doi.org/10.17556/erziefd.894637
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.
• Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.
• Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp.1–45), Cambridge University. https://doi.org/10.1017/CBO9780511527692.003
• Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
• Bandura, A. (1998). Self-efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). Academic Press.
• Berman, S. L., Weems, C. F., & Petkus, V. F. (2009). The prevalence and incremental validity of identity problem symptoms in a high school sample. Child Psychiatry and Human Development, 40(2), 183–195. https://doi.org/10.1007/s10578-008-0117-6
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem.
• Cascallar, E., Boekaerts, M., & Costigan, T. (2006). Assessment in the evaluation of selfregulation as a process. Educational Psychology Review, 18(3), 297-306.
• Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6(1781), 1-14. https://doi.org/10.3389/fpsyg.2015.01781
• Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.
• Dai, Y., Jang, H. S., Salisbury-Glennon, J. D., Wang, C. H., & Strunk, K. K. (2022). A cross-cultural comparison of college student self-efficacy, self-regulation, and resilience between the US and China during the COVID-19 pandemic. In Handbook of research on interdisciplinary studies on healthcare, culture, and the environment (pp.21-40). IGI Global.
• Demiraslan-Çevik, Y., Haşlaman, T., Mumcu, F. K., & Gökçearslan, Ş. (2017). Özdüzenlemenin dikkat kontrolü boyutu: Bir ölçek uyarlama çalışması [Attention control dimension of self-regulation: A scale adaptation study]. Başkent University Journal of Education, 2(2), 229-238.
• Doğan, T. (2015). Kısa psikolojik sağlamlık ölçeği’nin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması [Turkish adaptation of the short psychological resilience scale: Validity and reliability study]. The Journal of Happiness & Well-Being, 3(1), 93-102.
• Ekici, G. (2012). Akademik öz-yeterlik ölçeği: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması [Adaptation to Turkish, validity and reliability study]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 2012(43), 174-185.
• Erkoç, B., & Danış, M. Z. (2020). Üniversite öğrencilerinin psikolojik sağlamlık düzeylerinin tespit edilmesine yönelik bir araştırma [A study to determine the psychological resilience levels of university students]. Kırklareli Üniversitesi Sosyal Bilimler Dergisi, 4(1), 34-42.
• Fergusson, D. M., & Horwood, L.J. (2003). Resilience to childhood adversity: Results of a 21-year study. In S.S. Luthar (Ed.), Resilience and Vulnerability: Adaptation in the Context of Childhood Adversities (pp.130-155), Cambridge University.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). McGraw-hill.
• Hamill, S. K. (2003). Resilience and self-efficacy: The importance of efficacy beliefs and coping mechanisms in resilient adolescents. Colgate University Journal of the Sciences, 35, 115-146.
• Hamimi, T. (2018). Prediction of happiness based on self-regulation and self-efficacy among female students of secondary highschools in Hamedan. International Journal of School and Cognitive Psychology, 5(4), 1-4. http://doi.org/10.4172/2469-9837.1000217
• Haşlaman, T., & Aşkar, P. (2007). Programlama dersi ile ilgili özdüzenleyici öğrenme stratejileri ve başarı arasındaki ilişkinin incelenmesi [Examining the relationship between self-regulated learning strategies and success in programming course]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 110-122.
• Haynes, E., Crouch, E., Probst, E., Radcliff, E., Bennett, K., & Glover, S. (2020). Exploring the association between a parent’s exposure to adverse childhood experiences (ACEs) and outcomes of depression and anxiety among their children. Children and Youth Services Review, 113, 1–6. https://doi.org/10.1016/j.childyouth.2019.05.019
• İsrael, E. (2007). Öz düzenleme eğitimi, fen başarısı ve özyeterlilik [Unpublished doctoral thesis]. Dokuz Eylül University.
• Luszczynska, A., Gutierrez- Dona, B., & Schwarzer, R. (2005). General self-efficacy in various domains of human functioning: Evidence from five countries. International Journal of Psychology, 40(2), 80-89.
• Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227.
• Masten, A., & Barnes, A. (2018). Resilience in children: Developmental perspectives. Children, 5(7), 98-113. https://doi.org/10.3390/Children5070098
• Masten, A. S., & Reed, M. G. J. (2002). Resilience in development. Handbook of Positive Psychology, 74, 88.
• Mirlohi, M., Khajehpour, L., & Yousefi, E. (2024). The structural model of the causal relationship between childhood trauma and deviant behaviors and academic performance with the mediation of resilience in students. Journal of Adolescent and Youth Psychological Studies, 5(7), 33-42. https://doi.org/10.61838/kman.jayps.5.7.4
• Odacı, H., & Berber-Çelik, Ç. (2012). Üniversite öğrencilerinin problemli internet kullanımlarının akademik öz-yeterlik, akademik erteleme ve yeme tutumları ile ilişkisi [The relationship between university students' problematic internet use and academic self-efficacy, academic procrastination and eating attitudes]. Education Sciences, 7(1), 389-403.
• Oğuz, A. (2012). Sınıf öğretmeni adaylarının akademik öz yeterlik inançları [Academic self-efficacy beliefs of classroom teacher candidates]. Anadolu Journal of Educational Sciences International, 2(2), 15-28.
• Osmanoğlu, C., & Ulu, M. (2024). Din kültürü ve ahlak bilgisi öğretmen adaylarının akademik öz-yeterlik ve üstbilişsel farkındalıklarının incelenmesi [An investigation of religious culture and moral knowledge teacher candidates’ academic self-efficacy and metacognitive awareness. Bilimname 51 (1), 87-146.
• Özkale, G. (2022). Üniversite öğrencilerinde akademik öz yeterlik, akademik erteleme ve öz düzenleme arasındaki ilişkilerin incelenmesi (Unpublished master's thesis). Çukurova University Institute of Social Sciences.
• Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125.
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Boekarters M., Pintrich P. R. & Zeidner M. (Eds), Handbook of self-regulation (452-502), Academic Pr.
• Posner, M. I., & Rothbart, M. K. (2009). Toward a physical basis of attention and self-regulation. Physics of Life Reviews, 6(2), 103-120.
• Ramirez, E.R. (2007). Resilience: A concept analysis. Nursing Forum, 42, 73-82.
• Robbins, A., Kaye, E., & Catling, J. C. (2018). Predictors of student resilience in higher education. Psychology Teaching Review, 24(1), 44-52.
• Sagone, E., & De Caroli, M. E. (2014). Locus of control and academic self-efficacy in university students: The effects of self-concepts. Procedia-Social and Behavioral Sciences, 114, 222-228.
• Sagone, E., De Caroli, M. E., Falanga, R., & Indiana, M. L. (2020). Resilience and perceived self-efficacy in life skills from early to late adolescence. International Journal of Adolescence and Youth, 25(1), 882-890. https://doi.org/10.1080/02673843.2020.1771599
• Toraman, Ç., Sarıgedik, E., Çavdar Toraman, M., & Noyan, C. O. (2023). Kurum bakımında kalan ergenlerin, psikolojik dayanıklılık, öz yeterlilik ve sosyal duygusal öğrenme becerilerinin değerlendirilmesi [Evaluation of psychological resilience, self-efficacy and social emotional learning skills of adolescents staying in institutional care]. Toplum ve Sosyal Hizmet, 34(1), 169-184. https://doi.org/10.33417/tsh.1062003
• Schunk, D. H., & DiBenedetto, M. K. (2014). Academic self-efficacy. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (pp. 115–130). Routledge/Taylor & Francis.
• Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge/Taylor & Francis.
• Smokowski, P. R., Reynolds, A. J., & Bezruczko, N., (1999). Resilience and protective factors in adolescence: An autobiographical perspective from disadvantaged youth. Journal of Social Psychology, 37(3), 425-448.
• Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66. https://doi.org/10.1016/j.cedpsych.2021.101976.
• Tezel-Şahin, F. (2015). Beden eğitimi ve spor yüksekokulunda öğrenim gören öğrencilerin öz düzenleme yeterliliklerinin incelenmesi [Examining the self-regulation competencies of students studying at the school of physical education and sports]. International Journal of Sport Culture and Science, 3(Special Issue 4), 425-438.
• Tülübaş, T. (2022). The effect of self-regulated online learning skills on academic achievement. Anadolu Journal of Educational Sciences International, 12(2), 389-416. https://doi.org/10.18039/ajesi.1021613
• Yahsi Sari, H., Gelbal, S., & Sari, H. İ. (2020). Factors affecting academic self-efficacy of Syrian refugee students: A path analysis model. International Journal of Assessment Tools in Education, 7(2), 266-279. https://doi.org/10.21449/ijate.702041.
• Yılmaz-Bingöl, T., Vural-Batık, M., Hoşoğlu, R., & Fırıncı-Kodaz, A. (2019). Psychological resilience and positivity as predictors of self-efficacy. Asian Journal of Education and Training, 5(1), 63-69. https://doi.org/10.20448/journal.522.2019.51.63.69
• Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması [Adaptation of the academic self-efficacy scale into Turkish]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33), 253-259.
• Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329.
• Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in Changing Societies (pp. 202–231). Cambridge University.
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic.