چکیده:
The present research was conducted with the aim of investigating the relationship between teacher expectation and student self-efficacy with academic achievement based on gender. The research method is correlational. From the statistical population of this research, which are secondary school students of public schools in Birjand city, 341 male and female students of the second and third secondary levels who were studying in the 1386-1387 academic year were selected as a sample. The sampling method is cluster sampling. To collect information, a general self-efficacy questionnaire with a Persian version (alpha = 0.82) and a teacher expectation questionnaire (from the student's perspective) developed by the researcher (alpha = 0.88) were used. Data were analyzed using Pearson correlation methods and the Mann-Whitney U test for two independent groups. The results obtained from the present research show that there is a relationship between teacher expectation and student self-efficacy (r = 0.12). There is a relationship between teacher expectation and students' academic achievement (r = 0.18). There was no significant relationship between students' self-efficacy and their academic achievement, and the results showed that academic achievement and self-efficacy of female students differ from males, but no difference was observed in teacher expectation between female and male students.
خلاصه ماشینی:
Investigating the relationship between teacher expectation and self-efficacy with students' academic achievement Secondary school level, Birjand County Nosrat Eslami .
Iran Abstract The present research was conducted with the aim of investigating the relationship between teacher expectation and students' self-efficacy with academic achievement based on gender.
The characteristic of the present research is that for the first time, the effect of teacher expectation is investigated from the student's perspective using a researcher-made questionnaire, while all previous investigations and studies have been conducted from the teacher's perspective and through experimental methods, and the relationship of the two variables, self-efficacy and teacher expectation, with academic progress is measured together.
However, the goal of this research is to investigate the extent of the relationship between teacher expectation and students' self-efficacy with their academic progress.
In this research, the researcher investigated the correlation between the variables of teacher expectation and student self-efficacy with academic achievement.
Finally, both the general self-efficacy questionnaire and the researcher-made teacher expectation questionnaire were provided to and completed by 341 male and female students of the second and third stages of secondary school in six high schools.
& Jerusalem Research findings (Refer to the page image) Table (3): Correlation coefficient between teacher expectation and students' self-efficacy with academic achievement Main hypothesis: There is a relationship between teacher expectation and student self-efficacy with academic achievement.
005 obtained from the research results confirms the relationship between teacher expectation and students' self-efficacy.
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