Self-efficacy and factors predicting academic achievement of technical pharmacy students

Abstract

Self-efficacy is the construct of confidence in competent in a specific task established by Bandura 1977. The objectives were: (1) To compare means of (self-efficacy for studying Technical Pharmacy, attitude toward studying Technical Pharmacy, and Technical Pharmacy academic achievement) between (gender and parent’s income). (2) To test Bandura’s self-efficacy concept by finding correlation between self-efficacy for studying Technical Pharmacy and Technical Pharmacy academic achievement. (3) To find correlation between all other factors namely-attitude toward studying Technical Pharmacy, Intelligence Quotient, Emotional Quotient, activity participation during studying and Technical Pharmacy academic achievement. (4) To formulate the hierarchical stepwise multiple regression analysis model to predict Technical Pharmacy academic achievement by self-efficacy for studying Technical Pharmacy and the other mentioned factors. A cross- sectional deductive survey by the questionnaire was employed to investigate relationship between self-efficacy for studying Technical Pharmacy and the other factors and Technical Pharmacy academic achievement of 110 students at Sirindhorn College of Public Health Phitsanuloke class of 2009 and 2010. This study found that most of students 67 (60.91%) were female and 43 (39.09%) were male. Most of parent’s income of students 43 (39.09%) were in the range of 15,001-20,000 Baht. Cronbach’s Alpha coefficient of scales of self- efficacy, attitude, and 3 aspects of EQ (Goodness, Intelligence, and Happiness) were 0.7157, 0.7154, 0.7151, 0.7152, and 0.7154, respectively. The average scores of self- efficacy between male (5.18 ± 0.30) and female (5.34 ± 0.25) were significantly different (p = 0.00). The average scores of academic achievement between male (3.09 ± 0.28) and female (3.20 ± 0.22) were significantly different (p = 0.03). Significant positive correlation between self-efficacy and academic achievement was confirmed (r = **+0.96, R[superscript 2 = 0.92, p = 0.00). There were significant positive correlation between EQ, IQ, and academic achievement as well (r = **+0.91, R[superscript 2 = 0.83, p = 0.00 and r = **+0.38, R[superscript 2] = 0.14, p = 0.00, respectively). Correlations between EQ and self-efficacy, EQ and IQ, IQ and self-efficacy, and activity and self-efficacy were found r = **+0.89, R[superscript 2] = 0.79, p = 0.00, r = **+0.33, R[superscript 2] = 0.11, p = 0.00, r = **+0.31, R[superscript 2 = 0.10, p = 0.00, and r = *+0.18, R[superscript 2] = 0.03, p = 0.03, respectively. Hierarchical stepwise multiple regression analysis estimated the prediction equations. The first four most influence and statistical significant predictors of the model were self-efficacy, EQ, IQ, and gender with Beta = **+0.74, **+0.25, **+0.08, and **-0.07, (p = 0.00, 0.00, 0.00, and 0.00, respectively). Conclusions: This deductive research supported Bandura’s concept of self-efficacy that the more confidence in competent in studying students had, the more academic achievement they got. Moreover, EQ, IQ, and gender were significant predictors of academic achievement model as well.