The Correlation Between Self-Efficacy and the Academic Success of Students

Research reveals that gifted students at Springfield Middle School in Williamsport, Maryland possess stronger levels of self-efficacy than average students. For the purpose of this study, the term “gifted students” refers to students who are enrolled in above-grade-level classes at Springfield Middle School. Students must score high in tests and interviews in order to be placed in above-grade-level classes. According to Albert Bandura’s social cognitive theory, increased levels of self-efficacy contribute to a person’s ability to complete a task. Using the Children’s Perceived Academic Self-Efficacy subscale from The Morgan-Jinks Student Efficacy Scale (MJSES), the study conducted at Springfield Middle School examined the correlation between students’ self-efficacy level and their self-reported academic grades in English, math, science, and social studies. Also, the correlation between above-grade-level students’ self-efficacy and their self-reported grades was compared to those of general students. The sample included 56 6th, 7th, and 8th grade middle school students from a suburban area in Williamsport, Maryland. Through the use of a Chi Square Test of Independence, the results indicated that regardless of class level, students’ self-efficacy in math and science are related to their grades in those subjects. Using independent t tests, no significant difference between the self-efficacy composite of grade-level and above-grade-level students was discovered