SELF-EFFICACY, ACADEMIC ENGAGEMENT, AND ACADEMIC SUCCESS OF ENGLISH EDUCATION STUDENTS OF SRIWIJAYA UNIVERSITY

TASYAA, NABILLA and Petrus, Ismail (2022) SELF-EFFICACY, ACADEMIC ENGAGEMENT, AND ACADEMIC SUCCESS OF ENGLISH EDUCATION STUDENTS OF SRIWIJAYA UNIVERSITY. Undergraduate thesis, Sriwijaya University.

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Abstract

Becoming engaged and successful students at university are key considerations to achieving the main educational goals. The common issue to English students is that they are still unwilling to take active participation in the learning process even though they have good capabilities. English students have the opportunity of engaging in English learning, but they choose not to do so. This quantitative study aimed to determine whether or not there was a significant correlation between self-efficacy and academic success, a significant correlation between academic engagement and academic success, and a significant correlation between self-efficacy and academic engagement towards academic success of English education students of Sriwijaya University. The sample was 121 students from the first, third, fifth, and seventh semesters of the English Education Study Program of Teacher Training and Education Faculty of Sriwijaya University with random sampling. The instruments of this study were the Questionnaire of English Self-Efficacy (QESE), the Questionnaire of University Student Engagement Inventory (USEI), and Grade Average Point (GPA), which were analyzed by using Pearson Product-Moment Correlation in SPSS 25. This study indicated that English education students of Sriwijaya University had a high level of self-efficacy, a moderate level of academic engagement, and a very good level of academic success. The findings also showed that there was a significant correlation between self-efficacy and academic success (p-value: 0.017 and r-obtained: 0.216), no significant correlation between academic engagement and academic success (p-value:0.844 and r-obtained:-0.018), and a significant correlation between self-efficacy and academic engagement towards academic success (p-value:0.023). However, the contribution of self-efficacy explained 3.9%, self-efficacy of speaking and writing explained 7.6%, cognitive engagement explained 4.1%, and self-efficacy and academic engagement explained 4.6% of the variance to academic success.

Item Type:	Thesis (Undergraduate)
Uncontrolled Keywords:	Correlation, Self-Efficacy, Academic Engagement, Academic Success
Subjects:	L Education > L Education (General) > L7-991 Education (General) L Education > LB Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice) L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education
Divisions:	06-Faculty of Education and Educational Science > 88203-English Linguistics Education (S1)
Depositing User:	Nabilla Tasyaa
Date Deposited:	04 Apr 2022 03:06
Last Modified:	04 Apr 2022 03:06
URI:	http://repository.unsri.ac.id/id/eprint/68172

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