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首页> 外文期刊>Journal of Education and Practice >Psycho-Socio Variables as Correlates of Junior Secondary School Students’ Self Efficacy in Social Studies in Southwestern, Nigeria
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Psycho-Socio Variables as Correlates of Junior Secondary School Students’ Self Efficacy in Social Studies in Southwestern, Nigeria

机译：心理社会变量与尼日利亚西南部初中学生社会研究中的自我效能感相关

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The study sought to establish the level of relationship between students’ self-efficacy in Social Studies and eight predictor variables (State, school location, school type, parent education, number of sibling per parent, family income and gender), it equally determined the combined contributions of the eight predictor variables to Social Studies self-efficacy and determined the individual contribution of each of the eight predictor variables to Social Studies self-efficacy. This was with a view of determining students’ future ability in Social Studies. The study is a descriptive research of the correlational type. The population for the study comprises of all Junior Secondary School Students in Southwestern, Nigeria. The sample consisted of 600 JSS 3 students drawn from six geographical zones in Southwestern, Nigeria using stratified sampling technique. An instrument titled “Social Studies Self-Efficacy Scale” (SSSES) was used to collect data. Three research questions were raised and answered. Multiple Regression Analysis was employed in analyzing the results. The results showed that all the identified eight psycho-socio variables with the exemption of state, have no significant relationship with students’ self-efficacy in Social Studies. Based on the above findings, the study recommended that teachers should design evaluation model that will encourage better performance in learners in order to bring about their self-efficacy.
机译：该研究试图确定学生在社会研究中的自我效能水平与八个预测变量（州，学校所在地，学校类型，父母受教育程度，每位父母的兄弟姐妹数量，家庭收入和性别）之间的关系水平，该研究同样确定了结合八个预测变量对社会研究自我效能的贡献，并确定八个预测变量对社会研究自我效能的各自贡献。这是为了确定学生未来的社会学能力。该研究是相关类型的描述性研究。该研究的人口包括尼日利亚西南部的所有初中学生。样本由600名JSS 3学生组成，他们来自尼日利亚西南部六个地理区域，采用分层抽样技术。一项名为“社会研究自我效能量表”（SSSES）的工具被用来收集数据。提出并回答了三个研究问题。多元回归分析用于分析结果。结果表明，所有确定的八个国家排除的社会心理变量都与学生的社会学自我效能感没有显着关系。基于上述发现，研究建议教师应设计评估模型，以鼓励学习者更好的表现，从而提高他们的自我效能感。

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