Department of Counselling, Behbahan Branch, Islamic Azad University, Behbahan, Iran
This paper compared the self-efficacy and self-regulation of students with school refusal behaviour (SRB) and students without SRB (NSRB), and also the relationships of these variables with academic performance among girl high-school students. Using a random stratified sampling technique, 60 girl students who had SRB and 60 of students with NSRB were selected from 8 high schools. The general self-efficacy scale (GSES; Schwarzer and Jerusalem, 1995), the Kearney, Cook, and Chapman, 2007’s School Refusal Criterions; Self-Regulation Inventory (Kanlapan and Velasco, 2009), and the student's current academic performance scores as a measure of academic performance were used for collecting data. Independent t-test showed that there are significant differences between self-efficacy, self-regulation and academic performance among two groups (p=%5). Furthermore, results showed that self-efficacy and self-regulation have simple and multiple significant correlations with academic performance in two groups (p<%5).
Self-Efficacy, Self-Regulation, Academic Performance, High-School Students
