SELF-CONCEPT
AND SELF-EFFICACY FOR BUILDING AN ACADEMIC PERFORMANCE: SISTEMATIC REVIEW
APPROACH
Jun
Surjanti
DwiarkoNugrohoseno
Sanaji
Faculty of Economic – Management
Departement
UniversitasNegeri Surabaya
Surabaya, Indonesia
yunsuryanti@yahoo.com
Absract
Self concept and self efficacy are
predicted to influence academic performance. Further, self-efficacy is a
mediator of academic performace. Previous researcher
suggests that "self-efficacy, aspirational, and psychosocial" is
considered as a factor affecting academic performance. Another one said that
the confidence created by the intelligence, self-efficacy and self-concept in
the academic field. To conclude these, self-concept and self-efficacy in
academic areas believed to be the basis to solve the problem of academic
performance. This study aims to summarize the results of reseach has been done
so far, through the qualitative method of sistematic review approach which analyze
some 17 result of studies. The result of this studi are classified in 3 (three)
grup categories. First, this study concluded that there are 3 (three) result of
journal reseach from 17 studies indicated self concept have relation and influence
on academic performance. Then, there are 10 (ten) result of journal research
from 17 studies indicated that self-efficacy have relation and influence on
academic performance. The Last, there are 4 (four) research show that self-concept
and self-efficacy together have relation and influence on academic performance.
Keyword: Self
concept, self efficacy, academic performance
INTRODUCTION
In
the world of education can not be separated from the study of psychology, considering
that the formation of students
are crucial to be
success in a self-person. The
process of self-education learners formed from within
oneself as a part of themselves and their environment. From within
oneself there are elements of psychology self-concept
and self efficacy. When the self-concept of economic lesson was
high, it would appear self-efficacy
(self-confidence) on the subject matter
their followed. Self-concept and self-efficacy will
affect how a person achieve
their expected academic performance.
Based on the results of research on self-efficacy and self-concept on the performance of researcher, showed the results that economic academic performance is
only affected by a negative
relation of self-concept, but self
efficacy does not influences.
Negative correlation indicates that the lower of self-concept, will be higher
of academic performance, this
means that the high values of
academic performnce are not reflected by the self-concept. The results also showed that self-efficacy doesn’t influences academic performnce. This suggests that the likelihood
DigMaggio’s opinion in his Wheleer
book about Education for Sustainable
argued that "high scores achieved
are unlikely to reflect a deep understanding of the world, where graduates
can find themselves, but only to remind on the
data, facts, and the difficulties
of the results test. This opinion
important to reviewed back on the results of previous
research frameworks for use
in solving the problems of psychology in education, to prepare students to
be useful for themselves
and public interest in the future.
Based
on various research gaps, at first will define the self-concept.
The self-concept and self-achievement is necessary to measure a person's success. Learners must realize that
he can do well when
they are supported by self-concept
of our study was good.
The opposite is to be considered by educators is if a student does not have a good self-concept
of the material to be studied. So the teacher will
have problems in dealing with
these learners. This
is an issue that must be resolved, and therefore it is necessary
for the initial conditioning
of the learning activities,
ie to prepare the
self-concept. Another that, according to Bong (2003) states that
the self-concept in the academic
field, especially to demonstrate
the ability/skillsa person under the presumption itself in the field of
education. Thus, self-concept can be used for conditioning the start before people learn. So, self-concept can describe the position of the students at the time they going to learn certain material, ie the
measurement itself to be able to
follow and learn a material,
which is about the image of who I am (self-picture)
eventually can form a self-image. For example: I was able to do the tasks set by the teacher. This study refers to the other research on Ferla et. al., (2009) that the effects of self-concept on self-efficacy
and academic performance, the student self-assessment of the content to be
learned, about the extent of learning, academic performace will be obtained, the ability to learn and a person's self confidence in learning certain material.
In
this study, assessing cognitive
theory that describes the state of a person that will
affect social behavior. This
theory is in line with the theory
of psychoanalysis and biosocial. In this theory explained that the
environment will influence a person's
behavior. Furthermore Sarwono
(2002) explains that
a person's behavior is influenced by itself and the individual and environmental factors form behavior.
This is in line with the opinion of
the group psychoanalysis
Erik Erikson, Bandura
and Brofenbrenner of the social learning theory, making the field of academic self-concept
and self-efficacy important to investigate.
According
to Bong (2003),
self-efficacy is the belief (confidence) a person under the presumption itself would succeed melaksanalan certain
academic tasks. Self
efficacy is a guide to action
that has been constructed in the course of interaction throughout the individual's life experiences. Self efficacy derived from the experience will be used to predict the behavior of others and guide their own behavior
In
Indonesia, the measurement of
academic performance, especially in the
current school which is reflected in the scale quantitative
study results or
values. Under these
Terms of Education, assessment is
a series of activities to acquire,
analyze, and interpret data on the process and academic performace are carried out
systematically and continuously, so
that it becomes meaningful information for decision making. Measurable academic performace through school exams.
PROBLEM
LIST
What is the
relationship between self-concept
and self-efficacy on academic performance
through a systematic approach to the review?
RESEARCH OBJECTIVES
To determine the
theoretical relationship between self-concept and self-efficacy on academic performance
through a systematic approach to the review.
THEORETICAL
FRAMEWORK
A.
Self-Concept
in Academic
There
is a theoretical study
of the science of psychology can be applied to education
in general, which is about a person's readiness
to prepare him to
learn something, which in this
case is the subject matter. Individual
as a unified whole as individuals who must understand the whole itself. More
specifically, individuals in a
social environment together and
have a desire to reach any
destination is always working to develop themselves. Self-development can be done in various ways
such as to "learn".
Self-concept is an internal factor of
a person was able to affect academic achievement or
performance. A person may have failed in their learning when not able to control themselves internally. The
concept itself is a psychological
readiness of a person to describe himself. Feelings
of inadequacy, unhappy, unmotivated, unable to do
anything is a picture of a negative self concept. Negative self-concept
will cause a person to fail to do something.
Pudjiyogyanti
(1988) states that formed the second
component, the component
of cognitive and affective
components. The cognitive component is the individual knowledge of the situation himself. Cognitive component can provide a snapshot of one's self and one's self-image. While
affective component is an assessment of the individual against himself. Affective components can form self-acceptance and self-esteem were a man.
Burn
(1993) states that
self-concept comes from the
twentieth century. Writing about personality
living things behave as nature. Freud's theory, 1923, 1946 in Burn (1993), id that is placed on ego never
becomes explicit, representing everything from the life of a mentally healthy and rational as opposed to an impulsive and irrational id. From the
study of Burn (1993)
self-concept can be divided into 2 two basic
aspects, which I or herself as an identifier/processes/actors
and me or himself known as the sub
itself, namely the
physical, social, other people, ideals, someone who apart from the
others, knowledge (self-image) and
evaluation (feelings of self-worth)
that appears to be the basis of self-concept, self-knowledge
and self-evaluation are learned through
experience soasial particularly through interaction
with people who respected.
Academic
self-concept is a person's sense of themselves
as agents of the academic process
through the experience through social interaction in the learning environment.
B.
Self-Efficacy
Self
efficacy determines how people feel, think,
motivate themselves to behave. According to Bong (2003) Efficacy of
self is the belief (confidence) a person under the presumption itself would succeed melaksanalan certain
academic tasks. Confidence
in academic activities to be confident
that it can work on academic tasks is key
to be able to obtain good results in
academic performance. If a person believes and is confident that he can do means it will
be a good academic performance, so if you
would otherwise get a failure. Therefore it is
important for a student's self efficacy.
If
someone was able to
make something good,
then the results will
be good results. And if not, you will get results as expected. Furthermore, the theory of self-efficacy can predict a person's behavior. According to Schunk (1991)
in Ferla et. al., (2009), self-efficacy refers to the individual's belief that
they can successfully
perform academic tasks given to
a predetermined level. Basic competence in question is derived from the perception
of self/self-perception (self-perceived
competence).
C.
Differences Self-Concept
and Self-Efficacy
Based
on the above it can
be concluded that self-concept is
a way of looking for someone to
illustrate her ability
to have done, whereas
self-efficacy is the belief in oneself to
be able to work on academic tasks. Bong
et.al., (2003) between self-concept and self-efficacy are
two different concepts, the academic self-concept
refers to the individual's knowledge and perceptions about themselves in achievement
situations. While self-efficacy refers to the individual's belief that
they can successfully
carry out the tasks given to the designated academic level. Both were
very good theory to
assess individual learning
process.
The
difference between the areas of academic self-concept
and self-efficacy by Bong et. al., (2003) are in the table below:
Table
1
Comparison
between self-concept on academic self-efficacy
and Academic
|
No.
|
Comparation
Dimention
|
Academic Self-concept
in Acdemic
|
Academic Self-Efficacy
|
|
1
|
Working Definition
|
Knowledge and Perceptions about
oneself in achievement situations
|
Convictions for successfully
performing given academic tasks at designated levels
|
|
2
|
Central element
|
Perceived Competence
|
Perceived Confidence
|
|
3
|
Composition
|
Cognitive
and affective appraisal of self
|
Cognitive appraisal of self
|
|
4
|
Nature of Competence Evaluation
|
Normative and ipsative
|
Goal referenced and normative
|
|
5
|
Judgement Specifficity
|
Domain Specific
|
Domain specific and context
specific
|
|
6
|
Dimensionality
|
Multidimensional
|
Multidemensional
|
|
7
|
Structure
|
Hierarchical
|
Loosely hierachical
|
|
8
|
Time Orientation
|
Past Oriented
|
Future oriented
|
|
9
|
Tempral stability
|
Stable
|
Malleable
|
|
10
|
Predictive Outcome
|
Motivation, emotion and
performance
|
Motivation, emotion, cognitive and
self regulatory processes and performance
|
Sources:
Bong and Skaalvik
(2003)
From
the table above, it can be observed that the self-concept
and self-efficacy are distinct from and
different variables with each other and can be measured through different indicators.
RESEARCH METHODS
This
study is using Qualitative Systematic Review. Object of this study is
the researches journal 17 titles, which are grouped into 3 (three)
large group composed of: 1) self-concept on academic performance,
2) self-efficacy on
academic performance, 3) self-concept and self-efficacy on academic performance. The
measures used by Francis &
Baldesari (2006) in Siswanto are as follows:
1. Formulate research
questions (formulating the review
question) 2. Conducting
systematic review literature search
(conducting a systematic
literature search) 3. Screening and selection of appropriate research article
(screening and selecting
appropriate research Articles) 4. The analysis and synthesis of qualitative findings (analyzing and synthesizing
qualitative findings) 5. Enforces quality control (maintaining quality control), 6. Prepare final report (presenting
findings). The approach used is a meta-aggregation
(meta-aggregation). According to Lewin (2008)
dalam Siswanto, meta-aggregation
aims to answer the research question
(review question) in a way summarizes the results of the study (summarizing).
DISCUSSION
1. Self-Concept and
Academic Performance
Suntonrapot
Damrongpanit (2008), the study analyzed the growth
of self-concept on academic, nonakademik and
academic performace. Using dependent
variables: self-concept and independent variables:
academic performance. The analysis technique used is Manova and Multiple correlation
and multiple group confirmatory factor analysis
with Analysis (CFA) with a sample of 820 grade
nine. The results showed there was a strong and
positive relationship between
self-concept on academic and
academic performace. There was no
difference in academic self-concept and nonakademik
and academic performace in men and women. Found differences
in the growth of self-concept
and academic self-concept
and nonakademik nonakademik on academic self-concept.
In women grew more than 2 factors of
self-concept on academic rather than anaesthetized male. Especially nonakademik
academic self-concept in the field.
Thomas
Goetz, et. al,.
(2009), analyzed academic
self-concept on academic
and emotion. Using dependent variables: emotional
and independent variables:
self-concept. The analysis technique
used multi-level analysis of high school with a population of 1710. The results showed there was a strong relationship between self-concept in the field of academic and
emotional, which then need to be discussed further in the methodology and educational
implications.
Francisco
Javier Sanchez Peralta
et. al., (undated),
examined the relationship between self-concept on academic and student
academic achievement in the primary. Using
dependent variables: academic performance and the independent
variables: self-concept. The
analysis technique used is Pearson
Correaltion 10:00 SPPS version with a
sample of 245 students. The results showed academic self-concept on academic
performance is a predictor of general.
2. Self Efficacy and Academic Performance
Albert
Bandura et al.
(1996), analyzed the impact of self efficacy
Multiface on academic
functioning. Using dependent variables: academic
performace and independent
variables: self efficacy, aspirational, phsycosocial. The analysis technique used is the multiple correlation with
path analysis and study subjects were 279 children age range 11-14
years. The results found that
self efficacy, aspirational and psycosocial considered
as a factor affecting academic
performace.
Frank
Pajares (1996), test
contribusi self efficacy of Bandura (1986)
social cognitive theory
to the study of regulation and motivation in academic
settings. Using dependent
variables: academic performance and
the independent variables: self-efficacy
and motivation. Type
of research is theoretical study with
the results of the study found no
relationship between self-efficacy, motivation and academic performance.
Barry
J. Zimmerman (2000),
analyzed the efficacy of self. Using dependent
variables: academic performace; mediator variables: performance, self-regulation, as well as independent
variables: self efficacy. Type of research is
theoretical studies. The results of this study concluded that
self-efficacy was found sensitive to change
students' performance in context, the
interaction itself in regulating
the learning process and the mediation of
academic success story.
S.
Serap Kurbanoglu (2003),
examined the effect of self efficacy
on information literacy
and Lifelong Learning. Using dependent variables:
problem solving; mediator
variables: self-efficacy, and independent variables: knowledge
of expertise. The research was carried out on students for 4 years with 319
students in a
number of analytical techniques
are not described. Results showed that knowledge and expertise is
influenced by self-efficacy. Self
efficacy individual effects
in problem solving and sustainability of
learning activities. Research should be directed to the psychological factors that
can develop students' self efficacy on information
literacy (basic understanding of information). This suggests that self-efficacy affects individuals in solving problems and learning activities.
Pasana
Chularut et. al.,
(2004), analyzed the
influence of concept mapping,
self-regulation, self-efficacy, and the current study
affect pretest-post test results in English
lessons. Using the dependent
variable: post test and the independent variables: time,
teaching methods, monitoring, self
efficacy, and success. The
analysis technique used is the concept
mapping group with
a population of 15-22 year
old students as many as 79 people. There is a significant
relationship between the interaction
time, teaching methods, monitoring
every level, self-efficacy
and achievement. The
four outcome variables the concept mapping
group showed significantly
from pretest-posttest study individual group.
Jeng
Yi Tzen (2009),
analyzed the effect of general and
specific effects on performance and self-efficacy
in learning basic computer mapping concept. Using
dependent variables: performance and independent variables: self-efficacy, motivation, and outcome.
The analysis technique used is Exploratory Analyses factor
with a population of 66 students,
average age 15 years in general, after 5 weeks of training
given to complete
tasks. The results showed that
individuals show differences
in general and specific. Self efficacy is better in understanding and differentiating levels of motivation and performance when studying and completing assignments.
Aremu
Ayotola & Adedeji
Tella (2009), analyzed
the relationship between self-efficacy
and mathematics academic
performace. Using dependent
variables: academic performace and independent variables:
self efficacy. T test analysis techniques with a population of
352. The results showed that there was no difference
in academic performace between
men and women, there
was no significant relationship between
self-efficacy and academic performace.
Annemaree
Carroll et. al.,
(2009), analyzed the mediating effect of self
efficacy and academic performace. Menggunajan dependent variables:
academic performace and mediator variables: self
efficacy. The analysis technique used
is SEM with a population of
953 students aged 11-18 years from
10 schools in two
cities in Australia. The results showed that the academic performace and self-regulation
have a negative relationship to language academic
performace Britain.
Dinther.
Mart van et.
al., (2010), analyzed
Factors affecting self-efficacy in students
Higeher education. Using dependent variables:
self-efficacy and independent variables: factors that affect self-efficacy. Popolasi
in this study were 39 Journal listed in
EBSCO HOST empirical
study with analytical
techniques. The results showed that a key part of self efficacy social cognitive theory,
it is very important because it can
motivate siwa to
study on high school students.
Age
Diseth (2011), analized
self efficacy, goal orientation and learning strategies as a mediator of academic performace. Using dependent variables:
academic performace and independent variables: self-efficacy,
goal orientation and learning strategies. The analysis technique
used was path analysis
with a population of 177. The results showed that motivational variables consisting
of: self-efficacy, goal orientation, learning strategies
associated correlation with student academic performace. The effect
is highest self efficacy.
3. Self-Concept,
Self-Efficacy and Academic Performance
Frank
Pajares (1994), analyzed
the influence of self-efficacy
and self-concept in the academic field in mathematical
problem solving. This study uses the dependent variables: math problem solving and
independent variables: self-concept and self
efficacy. The analysis technique used
is path analysis with a
population of 350 students. The results
found that gender and experience influence the math concepts and
problem solving largely self as mediation self
efficacy. Mepunyai male performance, self efficacy and self-concept and lower
difficulty, gender has a direct relationship
only on self-efficacy and experience. Self efficacy affects math performance.
These results support the hypothesis of
self efficacy from Bandura (1986) on
Social cognitive theory.
Elizabeth
R. Peterson et.
al., (2007), examined the
relationship between self-assessment intelligence,
self-concept on academic,
self efficacy and the personality trait intellect.
This study uses independent variables: self assested, self-concept,
self efficacy, personality. The analysis technique used is Manova-SEM with a
population of 306 people who
are in study in Scotland
and New Zealand
University. The results showed that
self-assessed intelligence,
self-concept on academic, self efficacy and the personality
trait intellect is
a component of self-belief, but
one does not overlap
with each other. From these findings
suggested forming variables differ from each other and touch free / not dependent on
each other.
Johan
Ferla et. al.,
(2009), tested in
the field of academic self-concept, self-efficacy is a structural relationship that affects the results of learning mathematics. This
study uses the dependent variables:
academic achievement math and mediator variables: self-concept,
self efficacy. The analysis technique
used is Confirmatory Factor Analysis (Amos 6).
The results showed that self-concept
and self-efficacy in mathematics showed
the different constructs and empirical. The concept of self-efficacy in mathematics affect themselves. And
both are good predictors
and mediators for academic achievement. This study supports research Bong, M & Skaalvik,
EM (2003).
Jihyun
Lee (2009), analyzed
the effect of math self-concept
on academic areas, math self-efficacy and
math anxiety of
participants several countries. This study uses the dependent variables: math academic
performace and mediator variables: self-concept and self efficacy to
population: 41negara. The results showed that each construct themselves have
an important role but its contribution is different at every level of the state. In Asia, Japan
and Korea in the field of academic self-concept
and low self-efficacy, high difficulty level and high math scores.
While in Western Europe as Firlandia, Netherlands,
switzerland Linchtenstein and showed a balance
with the math
performance of high and low level of
mathematical difficulty.
CONCLUSION
AND DISCUSSION
Conslusion
From
17 journals classified
in 3 (three) groups
of studies, the obtained results indicate that there are 3 (three) journal of self-concept
on academic performance, which results by Damrongpanit
(2008); Thomaz Goetz et. al., (2009); and Francisco (undated).
There are 10 (ten) journal that supports self-efficacy
on academic performance, the study by Bandura
et al., (1996); Pajares (1996),
Zimmerman (2000); Kurbanoglu (2003); Chularut
(2004); Jeng Yi
Tzen (2009 );
Ayotola & Tella
(2009); Annemaree Carroll et. al., (2009); Dinther Mart
Van et. al., (2010), and Age Diseth
(2011). Then, there
are 4 (four) journals that
support self-concept and self-efficacy on academic
performance, the research Pajares (1994), Peterson (2007);
Ferla (2009), and Jihyun Lee (2009).
Discussion
Researchers
realized that the object of this research still lacking resprensentatif, but the results of this study can be used as
a theoretical formulation of previous studies. To further strengthen the theory, should be added to the results of similar research. Therefore expected from other authors, which strengthens this
theory.
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Keterangan:
Artikel ini telah diseminarkan dalam Seminar Internasional :
Call for Papers 10th International Annual Symposium on Management
Bali – Indonesia Symposium Conference: March 16 th 2013
