Investigation of the relationship between self efficacy perceptions and school engagement levels of adolescents with broken family

The aim of this research is to examine the relationship between self-efficacy perceptions and school engagement levels of adolescents with broken family. Correlational survey model, one of the quantitative research methods, was used in the research. The study group of the research consists of 304 adolescent, 226 (74.3%) male and 78 (25.7%) female students, studying in secondary education institutions in Kayseri in the 2021-2022 academic year. The group of the study consists of a total of 304 adolescents, 78 girls (%25.7) and 226 boys (%74.3), studying in secondary education institutions in Kayseri province in the 2021-2022 academic year. The Self-Efficacy Scale for Children, the Student's School Engagement Scale and the Personal Information Form prepared by the researcher were utilised to collect the data used in this study. In the study independent sample t-Test, Pearson Correlation Coefficient, One Way Anova Test, Simple Linear Regression Analysis, Tukey and Post Hoc techniques were used. According to the findings there was a significant difference between the self-efficacy scores and emotional self-efficacy of adolescents with broken family with gender, and the mean scores of boys were higher than girls; On the other hand, no significant difference was found in school engagement mean scores by gender. While the mean scores of self-efficacy and school engagement of adolescents with broken family do not differ according to the grade level variable, the 9th grade level has the highest average in terms of self-efficacy, while the 10th grade level has the lowest mean in all dimensions; On the other hand, in terms of school engagement, the scores of the 12th grade students in the academic desires and goals for the future sub-dimension scores are lower than the 9th grade students. The self-efficacy and social self-efficacy scores of the adolescents with broken family differ according to the mother's education level variable, and in both cases, the scores of the adolescents whose mothers are primary school graduates are lower than those whose mothers are university graduates. By the way, when school engagement is examined according to mother's education level, school engagement score and other sub-dimension scores do not show a significant difference. While self-efficacy, social self-efficacy, emotional self-efficacy, and school engagement scores do not differ according to father's education level, academic self-efficacy and extrinsic motivation scores differ according to father's education level of adolescents with broken family. At the same time, the self-efficacy and school engagement levels of adolescents with broken family do not differ according to their parents' relationship status and who they live with. It is seen that there is a significant relationship between the self-efficacy scale and its sub-dimensions and the other sub-dimensions of school engagement, excluding the level of school engagement and extrinsic motivation. It was determined that the self-efficacy levels of adolescents with broken family explained 21.1% of the variance in their school engagement levels.