The Relative Contribution of Academic Excellence Dimensions in Predicting the Perceived Self-efficacy for Learning among Faculty Members at Faculty of Education in light of the International Standards.

Document Type : Original Article

Author

Educational Psychology, Faculty of Education for boys (in Cairo), Al-Azhar University.

Abstract

This research aimed at identifying the level of academic excellence and the perceived self-efficacy of learning, and knowing the relationship and differences between them in terms of (scientific degree - years of experience) among faculty members in light of the international standards. It also aimed at knowing the possibility of predicting the perceived self-efficacy of learning in light of the academic excellence dimensions and knowing which of the dimensions of academic excellence contributes more to predicting the perceived self-efficacy among the sample. The researcher prepared the  scales of academic excellence, and the perceived self-Efficacy for learning, which were applied to (200) faculty members. Results revealed that the level of academic excellence among the sample was higher than the average with a degree of academic excellence (large), and the level of the sample's perceived self-efficacy for learning was higher than the average, with a degree of perceived self-efficacy for learning (large). Also, there was a positive and statistically significant correlation between the academic excellence dimensions and the total score of perceived self-efficacy for learning, and between the dimensions of perceived self-efficacy for learning and the total score of academic excellence. In addition, the perceived self-efficacy for learning can be statistically significant predicted through (professional commitment, learning activities, mental abilities) as dimensions of academic excellence. Also, the dimension (mental abilities) as one of the academic excellence dimensions came the most in predicting the perceived self-efficacy among the sample. Moreover, there were differences between the sample members in the perceived self-efficacy for learning according to (scientific degree) in favor of “assistant professors”, and according to (years of experience) in favor of “less than ten years”. In addition, there were differences in academic excellence among the sample members according to (scientific degree) in favor of “professors”, while there were no differences in academic excellence according to (years of experience).

Keywords


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