Reciprocal relationships between life satisfactions among high school students and their self-efficacy belief and support received from the family, teachers, and friends

Abstract

According to Banduras social learning theory, self-efficacy belief is an important factor which effects ones development, adaptability, and performance. Self-efficacy belief is, itself, under the influence of successful experience, model taking, verbal persuasion, and emotional/physiological conditions. In this research, 895 high school students have been asked to answer to the studys scales. Banduras self-efficacy questionnaire has been applied to investigate different dimensions of personal self-efficacy including academic achievement, self-regulating learning, extracurricular activities, meet others expectations, self-assertiveness, and motivational self-regulation. Kim & Parks questionnaire has been used to assess collective self-efficacy. Life satisfaction scale is also used to see how much support the students receive from their parents, teachers, and friends. The study showed that there is significant positive relationship between: life satisfaction and personal and collective self-efficacy; between personal and collective self-efficacy; and between academic achievement and personal and collective self-efficacy. The study indicates that personal and collective self-efficacy among high school girls students are more than boys. Also, life satisfaction is under the influence of 1) personal self-efficacy and 2) the familys well-being level.

Keywords

• social learning
• high school students
• self-efficacy
• self-regulated learning
• self-assertiveness
• motivational self-regulating
• academic achievement
• extracurricular activities