Resumo

GUERREIRO-CASANOVA, Daniela Couto; FERREIRA, Luiza Cristina Mauad  e  AZZI, Roberta Gurgel. High school students academic self-efficacy: school year and period specificity. Psicol. Ensino & Form. [online]. 2015, vol.6, n.1, pp. 95-120. ISSN 2177-2061.

Academic self-efficacy beliefs have been associated with activities related to the learning process. Students with higher beliefs tend to be more engaged in school activities and persevere through the challenges arising from academic tasks. This study aims to analyze the perceptions of academic self-efficacy, describing them in their totality and according to the specificities of the school years and periods of students surveyed. A total of 534 high school students from nine public schools of São Paulo participated in this survey. The insights gained through the scale of high school academic self-efficacy, proved to be similar among the three periods (morning, afternoon and night) of students investigated. When considering students' school year, the beliefs of junior high school students proved to be lower than the academic self-efficacy beliefs of students of freshmen and seniors. Knowledge about such perceptions can contribute to enhance the understanding of the educational experiences of high school.

Palavras-chave : motivation; self-efficacy; school year; school periods.

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