The relationship between academic self and self efficacy levels of secondary school students for the Turkish course

Academic self-concept is one of the affective concepts of students. This concept is an element that affects learning processes and, in parallel, academic success. In this context, academic self-concept is the way students evaluate themselves about how skilled they are compared to other students in the face of a certain academic pursuit. Self-efficacy perception is the self-judgment of individuals regarding all personal phenomena, especially their potential and skills. People's belief in being able to cope will have an indirect effect on their success in the relevant field by affecting the level of determination. On the basis of social cognitive psychology theory, people's perception of self-efficacy shapes the preferences they make, the effort they show towards a job, and the level of anxiety they experience at this point. Therefore, it can be said that self-efficacy belief has an important share in a person's success. In this context, the power and importance of the perception of self-efficacy on people's lives can be interpreted more accurately. The aim of this thesis is to determine the relationship between secondary school students' academic self-efficacy and self-efficacy levels for Turkish lessons. The research carried out within the scope of this purpose was planned using the scanning model. In this context, 422 secondary school students studying in public schools were reached in the 2021-2022 academic year. SPSS-22 statistical program was used in the analysis of the data obtained regarding the academic self-efficacy and academic self-efficacy levels of the students. At the end of the research, there was a significant difference in both academic self-efficacy and self-efficacy levels of secondary school students in terms of grade level, mother and father education level, income level, general success average and Turkish course success average, while no significant difference was found in terms of gender. In addition, it was concluded that there is a positive and significant relationship between the academic self-levels of secondary school students and their self-efficacy levels.