Psychosocial and Social Components predicting ‎Student Self-efficacy: A Study of Jordan ‎Participation in the International Student Assessment ‎Program PISA 2018‎

Abstract

This study examines the ability of psychological and social components to predict the self-efficacy of Jordanian students participating in the International Student Assessment (PISA 2018). The study followed the Secondary Data Analysis method, by analyzing 8963 responses of male and female students with an average age of 15 years in 313 schools. Thirteen variables from the Student Wellbeing Questionnaire were derived to present cognitive, psychological and social factors, which were collected by the Organization for Economic Cooperation and Development (OECD). The results showed statistically significant differences in psychological and social components according to gender, favoring females, except for the feedback factor favoring males and there was no difference in the fear of failure between the two genders. The results of multiple linear regression analysis also showed that psychological factors explained a significant proportion of variance of 43.3% in self-efficacy. The grit factor was the most predicting factor of self-efficacy. Social factors explained a significant proportion of variance of 33.7% in self-efficacy. Attitudes toward competition factor represented the most predicting factor of self-efficacy. The findings support the role of psychological and social factors related to school in forming a solid construct of the students' self-efficacy in the educational and social context