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Self-efficacy, anxiety and social adjustment of learners in alternative learning system program in Trece Martires City, Cavite / by Nasareen Nasser J. AL-Rawahi and Beverly C. Solana.

By:

AL-Rawahi, Nasareen Nasser J [author]

Contributor(s):

Material type: Text

TextLanguage: English Publication details: Indang, Cavite : 2014. Cavite State University- Main Campus,Description: x, 116 pages : 28 cm. illustrations ; Content type:

text

Media type:

unmediated

Carrier type:

volume

Subject(s):

DDC classification:

302.54 Al7 2014

Online resources:

Click here to view thesis abstract and table of contents

Production credits:

College of Arts and Science (CAS)

Abstract: AL-RAWAHI, NASAREEN NASSER J. and SOLANA, BEVERLY C. Self-Efficacy, Anxiety and Social Adjustment of Learners in Alternative Learning System Program in Trece Martires City, Cavite.Undergraduate Thesis.Bachelor of Science in Psychology.Cavite State University, Indang, Cavite. March 2014. Adviser: Mrs. Reyna Lee R. Pedernal, M.A. The study was conducted at Trece Martires City Elementary School, Trece Martires City, Cavite, on February 2014 using a descriptive-correlational research design. The participant’s were77 learners of the Alternative Learning System program in Trece Martires City, Cavite S.Y. 2014. Three validated questionnaires were adopted to identify the levels of self-efficacy, anxiety and social adjustment of the participants. Based on the findings, the participants' level of self-efficacy in terms of behavior and intellectual and school status was low; in terms of popularity was average; and in terms of physical appearance and attributes, anxiety, and happiness and satisfaction was high. Further, results showed that their anxiety was very low. As for social adjustment, findings revealed that they are moderately adjusted with regards to their relationship with peers and are highly adjusted in terms of their relationship with teachers. Results showed that a significant relationship exists between most of the sub variables of self-efficacy and social adjustment in terms of relationship with peers. In reference to this, the null hypothesis is rejected. However, results likewise revealed that there is no significant relationship between the self-efficacy and social adjustment in terms of relationship with teachers. Hence, the null hypothesis is accepted. Moreover, results revealed that there was no significant relationship between anxiety and social adjustment. Thus, the null hypothesis is accepted.

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Holdings ( 1 )
Title notes ( 5 )

Holdings
Item type	Current library	Collection	Call number	Materials specified	URL	Status	Notes	Date due	Barcode
Theses / Manuscripts	Ladislao N. Diwa Memorial Library Theses Section	Non-fiction	302.54 Al7 2014 (Browse shelf(Opens below))		Link to resource	Room use only	T-5479		00008812

Thesis (BS Psychology) Cavite State University

Includes bibliographical references.

College of Arts and Science (CAS)

AL-RAWAHI, NASAREEN NASSER J. and SOLANA, BEVERLY C. Self-Efficacy, Anxiety and Social Adjustment of Learners in Alternative Learning System Program in Trece Martires City, Cavite.Undergraduate Thesis.Bachelor of Science in Psychology.Cavite State University, Indang, Cavite. March 2014. Adviser: Mrs. Reyna Lee R. Pedernal, M.A.
The study was conducted at Trece Martires City Elementary School, Trece Martires City, Cavite, on February 2014 using a descriptive-correlational research design. The participant’s were77 learners of the Alternative Learning System program in Trece Martires City, Cavite S.Y. 2014. Three validated questionnaires were adopted to identify the levels of self-efficacy, anxiety and social adjustment of the participants. Based on the findings, the participants' level of self-efficacy in terms of behavior and intellectual and school status was low; in terms of popularity was average; and in terms of physical appearance and attributes, anxiety, and happiness and satisfaction was high. Further, results showed that their anxiety was very low. As for social adjustment, findings revealed that they are moderately adjusted with regards to their relationship with peers and are highly adjusted in terms of their relationship with teachers. Results showed that a significant relationship exists between most of the sub variables of self-efficacy and social adjustment in terms of relationship with peers. In reference to this, the null hypothesis is rejected. However, results likewise revealed that there is no significant relationship between the self-efficacy and social adjustment in terms of relationship with teachers. Hence, the null hypothesis is accepted. Moreover, results revealed that there was no significant relationship between anxiety and social adjustment. Thus, the null hypothesis is accepted.

Submitted copy to the University Library. 04/24/2014 T-5479