The Relationship Between Attitudes Towards School and General Self-Efficacy: The Moderation Effect of Level of Education
Özet
This empirical study investigates the relationship between students' attitudes towards school and general self-efficacy across secondary school, high school, and university levels, while examining the moderating effect of education level and gender differences. Utilizing a cross-sectional survey design with 1,282 students in İzmir, the research collects data via the Attitude Towards School Scale and the General Self-Efficacy Scale. The statistical results reveal that secondary school students display significantly higher scores in both school attitudes and general self-efficacy compared to high school and university peers. Regarding gender, secondary school males report more positive attitudes towards school than females, whereas university females demonstrate higher school attitude scores than males; self-efficacy shows no significant gender differences at any level. Furthermore, general self-efficacy significantly predicts attitudes towards school, with education level functioning as a statistically significant moderator. Specifically, the positive link between general self-efficacy and school attitudes is strongest at the secondary school stage and diminishes as education levels rise. To counteract the observed drop in school attitudes during higher educational stages, the author suggests adapting educational curricula to emphasize learning-oriented assessment, active learning methodologies, supportive teacher-student relationships, diverse extracurricular activities, and democratic school environments.
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