4. Discussion and conclusion

Figure 1 presents a model of impact of academic self-efficacy and approach to learning on heteronomous or autonomous assessment of academic achievement we have developed based on results of our research. In this study, we have identified mutual relations between variables (relying on the model by Biggs et al. [47]) and impacts of selected educational factors depending on a student (namely an academic self-efficacy of a student and an approach to learning he or she prefers) on the academic achievement which, in our opinion, should be perceived from two perspectives: heteronomous evaluation of academic achievement and autonomous evaluation of academic achievement. We assumed that heteronomous evaluation expressed in grades given by a teacher/teachers as a consequence of achieved learning results significantly affects the autonomous evaluation of academic achievement (expressed in a student's own beliefs about knowledge, skills or competences acquired during the school year taking into account own assessment, priorities and objectives associated with learning and education).

Our assumption about the correlation between all examined variables was confirmed in accordance with the model by Biggs et al. [47], and our findings also confirm conclusions of studies performed by Floyd et al. [45]. The only exception was a characterological variable of "presage students factors": surface approach to learning, where we observed no significant correlation with the academic self-efficacy. Looking for mutual relations of the academic self-efficacy (and its subscales) and preferred approach to learning (deep and surface and their respective

Figure 1. Model of impact of academic self-efficacy, approach to learning on heteronomous and autonomous evaluation of academic achievement of adolescents.

subscales related to motivation and strategy: except for the surface strategy subscale) with academic achievement (heteronomous and autonomous) we have reported significant correlations. We are convinced that verified relations between academic self-efficacy, approach to learning and academic achievement are important for health cognitive functions of adolescents and promote health behaviour (similarly [2, 16, 19, 29]).

evaluation of academic achievement explains 18.2% of the variability of academic self-efficacy

Figure 1 presents a model of impact of academic self-efficacy and approach to learning on heteronomous or autonomous assessment of academic achievement we have developed based on results of our research. In this study, we have identified mutual relations between variables (relying on the model by Biggs et al. [47]) and impacts of selected educational factors depending on a student (namely an academic self-efficacy of a student and an approach to learning he or she prefers) on the academic achievement which, in our opinion, should be perceived from two perspectives: heteronomous evaluation of academic achievement and autonomous evaluation of academic achievement. We assumed that heteronomous evaluation expressed in grades given by a teacher/teachers as a consequence of achieved learning results significantly affects the autonomous evaluation of academic achievement (expressed in a student's own beliefs about knowledge, skills or competences acquired during the school year taking into account own

Our assumption about the correlation between all examined variables was confirmed in accordance with the model by Biggs et al. [47], and our findings also confirm conclusions of studies performed by Floyd et al. [45]. The only exception was a characterological variable of "presage students factors": surface approach to learning, where we observed no significant correlation with the academic self-efficacy. Looking for mutual relations of the academic self-efficacy (and its subscales) and preferred approach to learning (deep and surface and their respective

Figure 1. Model of impact of academic self-efficacy, approach to learning on heteronomous and autonomous evaluation

assessment, priorities and objectives associated with learning and education).

of adolescents.

190 Health and Academic Achievement

4. Discussion and conclusion

of academic achievement of adolescents.

In relation to the variables that constitute a group of the so-called presage students factors we have identified that both academic self-efficacy and preferred approach to learning (deep or surface) are significant predictors of heteronomous evaluation of academic achievement, as evaluated from the outside: that is the output evaluation of academic achievements in learning subjects with a grade provided by teachers on a school certificate at the end of each school year. The conclusion that academic self-efficacy influences academic achievement was confirmed also by numerous other researchers [16, 20, 21].

We have recorded a significant predicative correlation of heteronomous evaluation of academic achievement (measured by GPA) on autonomous evaluation of academic achievement that serves as an expression of students' perception of acquired knowledge, skills and competences within school subjects (their educational progress). Furthermore, we have found out that autonomous evaluation of academic achievement is a significant predictor of academic self-efficacy: and the more positively students evaluate the level of acquired knowledge, skills and competences, the higher their academic self-efficacy is. Similarly, Stankov [54] also concludes that there is a real difference between our actual ability to solve problems in a study (study subjects) and what we think our ability level in a particular domain is. People also think that they are good (self-concept) in some study subject (e.g., in English) and they are bad in other (e.g., in mathematics) and may be afraid (anxious) when solving problems in the study subject in which are bad. When shown bad study subject problems our self-efficacy is also affected to some extent by what we believe our strengths and weaknesses are and by our previous experiences with similar problems. Obviously, what we believe about ourselves does matter when we are engaged in academic pursuits and it may play an important role in, for example, the selection of the academic discipline for study and in career choice. Self-confidence is related to our self-beliefs and it is also related to cognitive performance.

The implication is that researchers and teachers should be looking for students beliefs about their educational capabilities, because they are important components of motivation and of academic achievement. Based on our research findings as well as on a previously published study [10], we conclude that when students believe in their success in a given school subject (e.g., Slovak language, English language, Mathematics or any other subject) or generally believe in their good academic achievements, they demonstrate high levels of academic selfefficacy. The self-efficacy beliefs are important as through them the learning processes, motivations, passion and selectiveness regulates the individual's use in different areas [55]. An important factor, however, in this process is the heteronomous evaluation by a teacher that affects autonomous evaluation of academic achievement on a student's side as a part of his or her metacognition process.

A teacher plays an important role in providing opportunities for students to be successful. Our study implies that the impact of educational factors depending on a student, particularly the factor of academic self-efficacy of a student and the selection of preferred approach to learning combined with heteronomous and autonomous evaluation contributes to the general school success. Each teacher who provides a student with heteronomous evaluation should take into account that this evaluation significantly affects both student's autonomous evaluation and his or her self-efficacy. Therefore, a teacher should not focus on failures of a student or areas, where a student does not excel and should not stress them in his or her evaluation. Such assessment decreases self-evaluation related to academic achievement, leads to lower selfefficacy perceived by a student and thus creates a kind of vicious circle. A teacher providing heteronomous evaluation should concentrate primarily on a student's strengths, stimulate his or her development and highlight individual and personal potential of a student followed by positive feedback, evaluation and praise. As a consequence a teacher should act with a view to increase a student's self-efficacy and work on enhancing his or her self-confidence. A positive evaluation by a teacher stimulates also better autonomous evaluation of a student's own achievements, which, in turn, positively influences high academic self-efficacy. Furthermore, the high academic self-efficacy results in preferences for deep approach to learning. Through this mechanism a student is more successful in school. This is, therefore, a single dynamic complex of impacts of factors that result in school success of adolescents. We believe that a positive gradation of this dynamic complex that constitutes a part of the general school success of adolescents is a foundation of a student's deep faith in his or her own strengths. This, in turn, significantly affects student's further professional orientation and predetermines his or her future choices.

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