**Academic Self-Efficacy, Approach to Learning and Academic Achievement** Academic Self-Efficacy, Approach to Learning and

DOI: 10.5772/intechopen.70948

Marcela Verešová and Lucia Foglová

Academic Achievement

Additional information is available at the end of the chapter Marcela Verešová and Lucia Foglová Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.70948

#### Abstract

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In this chapter, we focused on an analysis of relationship between academic self-efficacy (ASE), approach to learning (deep – DA and surface – SA), heteronomous (HAA) and autonomous evaluation (AAA) of academic achievement of adolescents. The purpose of this study is to examine if ASE and approach to learning (DA, SA) predict AAA and HAA of adolescents and if AAA is effective to the ASE. The sample consisted of 457 adolescents (268 girls and 189 boys). We used Morgan-Jinks Student Efficacy Scale. We measured academic achievement by grade point average. Autonomous evaluation of academic achievement was measured by perceived self-evaluation of academic achievement. Approach to learning we measured with The Revised Study Process Questionnaire. Our assumption about the correlation of all variables monitored (only with exception of the surface approach to learning) was confirmed. We have identified that academic self-efficacy, similarly as the preferred approach to learning (deep or surface), constitute an important predictor of heteronomous evaluation of academic achievement, and also that HAA is a significant predictor of AAA, while AAA is an important predictor of ASE in the age cohort of adolescents.

Keywords: heteronomous evaluation of academic achievement (HAA) autonomous evaluation of academic achievement (AAA), academic self-efficacy (ASE), deep approach to learning (DA), surface approach to learning (SA), health
