The Effects of Extra Curricular Activiti

The Effects of Extra-Curricular Activities on Student’s
Perceived Academic Self-Efficacy In

University of Southern Mindanao
Self-efficacy is defined as a person’s belief about their capabilities to achieve a certain

level of performance (Bandura, 1994). This belief can influence events that affect a person’s life.
Perceived self-efficacy determines how people feel, think, motivate
themselves, and behave. It influences the choices they make, the effort they put forth, how
persistent they are when confronted by obstacles, and how they feel. A strong sense of self-
efficacy can enhance a person’s accomplishments in many ways. A strong sense of self-efficacy
can influence a person’s aspirations; increase their level of motivation and their perseverance in
the face of difficulties and setbacks (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996).
Bandura et al. (1996) state that unless a person believes that they can produce a desired effect by
their actions, they have little incentive to act. A child’s self-efficacy can affect the different
aspects of their lives as well. Bandura et al. (1996, p. 1206) states that a child’s “belief in their
efficacy to regulate their own learning activities and to master difficult subject matters affect
their academic motivation, interest, and scholastic achievement”. A child’s perceived self-
efficacy affects adaptation and can influence perseverance and resilience to adversity (Bandura,
Barbaranelli, Caprara, & Pastorelli, 2001). The benefits of having an increased level of self-
efficacy many benefit a child’s life in many ways. Helping create this better sense of self-
efficacy may be achieved in numerous ways. A supportive and encouraging social network
positively influences a child’s sense of self-efficacy.
Some factors that influence a child’s academic achievement are prosocialness and
positive interpersonal relationships. Positive interpersonal relationships have a direct influence
on a child’s life. The benefits of high quality interpersonal relationships are important in a child’s
capacity to function effectively including their academic lives (Martin & Dowson, 2009).
Equally as important is the child’s prosocial behavior. Prosocialness is portrayed in
cooperativeness, helpfulness, ability to share, and empathy (Caprara, Barbaranelli, Pastorelli,
Bandura, & Zimbardo, 2000). Individuals learn about themselves during social interactions with
others. They learn what is needed to fit into a group. Martin and Dowson (2009) state that
through social interactions a person develops beliefs and values. It is within this relatedness that
teaches students how to function effectively in academic environments. These beliefs and values
direct behavior in the form of enhanced persistence, goal striving and self-regulation (Martin &
Dowson, 2009). Caprara et al. (2000) found that early prosocial behavior strongly predicted
levels of academic achievement. Caprara et al. (2000) also found that prosocialness fosters
mutually supportive social and intellectual relationships. It also reduces vulnerability to
depression and other problem behaviors, which undermine the pursuit of academic activities.
Martin and Dowson (2009) further state that relatedness affects a child’s motivation by creating
positive feelings of self-worth and self-esteem, which are related to continued achievement
motivation. A child’s academic achievement is shaped by their perceived academic ability, social
and self-regulatory efficacy and academic aspirations. The vicarious influence from other people
through positive social models is a key influence on self-efficacy. Bandura (as cited in Martin
and Dowson, 2009) states that self-efficacy can be achieved through the communication with
significant others as well as through observation of problem solving techniques. One way for
students to promote and practice their prosocial and interpersonal relationships is to be involved
in extracurricular activities outside of school.
Additionally, the involvement of extracurricular activities has other benefits, In addition, Perry-
Burney and Takyi (2002) concluded from their survey that teenage girls/boys from suburban
schools who participated in team sports have a higher sense of self-confidence; they also
observed improvement in GPA and the desire to attend college.
Barber, Eccles, and Stone as well as other researchers (as cited in Martin and Dowson
2009) found that extracurricular activities such as sports, music, dance, clubs, and church groups
are positive influences in a child’s life. This positive influence affects
their educational, social and emotional lives. This sense of belonging is a key factor that
helps create positive effects in a child’s life. The adults involved in these extracurricular
activities model effective behaviors, and help develop social skills that in turn build a student’s
sense of control (Martin & Dowson, 2009). Not only will it enhance the social aspects of their
lives, but will also facilitate subsequent academic success. Moreover, it can generate additional
gains in selfregulation and aptitude.
Given the previous research that found that involvement in activities outside of school
could increase a child’s sense of belongingness and self-confidence, the research on how it
affects self-efficacy is limited. The current research seeks to extend the previous findings by
investigating the relationship between participation in extracurricular activities and how they
affect academic self-efficacy. More specifically it is hypothesized that those students who are
involved in extra-curricular activities will display higher academic self-efficacy when compared
to students who do not participate
in any extra-curricular activities.
General Objectives: The study will be conducted to determine the Effects of

Extra-Curricular Activities On Student’s Perceived Academic
Self-Efficacy In University of Southern Mindanao.
Specific objectives: Specifically the study aimed to:

THE EFFECT OF STUDENT-TEACHER RAPPORT ON THE
PERFORMANCE RATE OF ELEMENTARY PUPILS IN
KABACAN PILOT ELEMENTARY SCHOOL
The No Child Left Behind Act of 2001 set into law that all students should be afforded an
opportunity to achieve academic success. Research indicates that a teacher’s expectation of his or
her student can have an enormous effect on that student’s actual performance (Chen & Wesley,
2011). Therefore, it is likely that academic achievement is a significant factor of student-teacher
rapport (Hamre & Pianta, 2001). Furthermore, researchers have found that a higher expectation
from the teacher can lead to an increase in student IQ scores (Rosenthal & Jacobson, 1968). Many
aspects aid in improving a students’ performance level. The quality of the student-teacher
relationship has predicted many academic outcomes (Hamre & Pianta, 2001). The rapport between
teacher and student is especially strong due to the various roles teachers have in terms of
nurturing, discipline, teaching, and evaluating (Johnson, 2009). To improve a student’s chance for
success in performance, educators must strive to form meaningful relationships with students
(Pianta, 1999).
General Objectives: The study will be conducted to determine the the effect of student-teacher
rapport on the Performance rate of elementary pupils in Kabacan pilot elementary school
Specific Objectives:

The Effects of Extra Curricular Activiti

Uploaded by

Copyright:

Available Formats

The Effects of Extra Curricular Activiti

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Effects of Extra Curricular Activiti

Uploaded by

Copyright:

Available Formats

The Effects of Extra-Curricular Activities on Student’s

Perceived Academic Self-Efficacy In

Self-efficacy is defined as a person’s belief about their capabilities to achieve a certain

General Objectives: The study will be conducted to determine the Effects of

Specific objectives: Specifically the study aimed to:

You might also like