Relationship Between Self -efficacy With The Academic Achievement Of Children With Disabilities At The Medan Defendant Child Development Foundation (YPAC)

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The Relationship between Self-Efficacy and Academic Achievement of Children with Disabilities at the Medan Defendant Child Development Foundation (YPAC)

Introduction

Self-efficacy is a crucial concept in understanding an individual's ability to achieve their goals. For children with disabilities, self-efficacy plays a vital role in shaping their positive views and optimism. The Medan Defendant Child Development Foundation (YPAC) is a renowned institution that provides education and support to children with disabilities. This study aims to explore the relationship between self-efficacy and academic achievement of children with disabilities at YPAC.

Background

Self-efficacy is a person's belief in their ability to achieve their goals. It is a critical factor in determining an individual's motivation, behavior, and overall performance. For children with disabilities, self-efficacy is particularly important as it can impact their academic achievement and overall well-being. Research has shown that children with disabilities who have high self-efficacy tend to perform better academically and have better social relationships.

Methodology

This study involved 38 children with disabilities as a sample, using a total sampling technique. The results showed that the majority of children with disabilities (52.6%) had a high level of self-efficacy. These details consist of 7 children at the elementary level, 7 children at the junior high school level, and 6 children at the high school level. This indicates that high self-efficacy can be found at all levels of education at YPAC Medan.

Academic Achievement

Data from the report card value transcript showed that 30 children (78.9%) have good achievements. These details consist of 17 children at the elementary level, 7 children at the junior high school level, and 6 children at the high school level. This indicates that good academic achievement can also be seen at all levels of education.

Relationship between Self-Efficacy and Academic Achievement

Further analysis shows a significant relationship between self-efficacy and academic achievement of children with disabilities. With the P value obtained, 0.045 for elementary, 0.004 for junior high school levels, and 0.010 for high school level, as well as the R value of 0.184 (SD), 0.816 (SMP), and 0.800 (SMA), it can be concluded that the higher a child's self-efficacy, the better their academic achievement. Strong relationships are seen at the junior and senior high school levels compared to elementary level.

The Importance of Self-Efficacy

The importance of self-efficacy in children with disabilities cannot be ignored. Support from parents, families, and educators is very necessary to help children with disabilities increase their self-efficacy. When children feel supported and believe in their abilities, they are more likely to achieve better academic achievements. Therefore, both parents and educators are expected to provide encouragement and motivation, create a positive and supportive environment, so that children with disabilities can achieve their best potential in learning and achievement in school.

Conclusion

By understanding the relationship between self-efficacy and academic achievement, we can develop a more effective strategy to help children with disabilities in achieving their educational goals. This study highlights the importance of self-efficacy in children with disabilities and provides valuable insights for educators, parents, and policymakers to support the academic achievement of children with disabilities.

Recommendations

Based on the findings of this study, the following recommendations are made:

  • Educators should provide support and encouragement to children with disabilities to increase their self-efficacy.
  • Parents and families should create a positive and supportive environment to help children with disabilities believe in their abilities.
  • Policymakers should develop policies and programs that support the academic achievement of children with disabilities.
  • Further research should be conducted to explore the relationship between self-efficacy and academic achievement in children with disabilities.

Limitations

This study has several limitations, including:

  • The sample size was relatively small, which may limit the generalizability of the findings.
  • The study only focused on children with disabilities at YPAC, which may not be representative of children with disabilities in general.
  • The study only measured self-efficacy and academic achievement, which may not capture the full range of factors that influence academic achievement.

Future Directions

Future research should aim to explore the relationship between self-efficacy and academic achievement in children with disabilities in different contexts and settings. Additionally, research should focus on developing effective strategies to support the academic achievement of children with disabilities.

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Henderlong, J., & Lepper, M. R. (2002). The effects of praise on intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795.
  • Pintrich, P. R. (2000). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 33(7), 697-722.

Appendix

  • Table 1: Demographic characteristics of the sample
  • Table 2: Self-efficacy scores of the sample
  • Table 3: Academic achievement scores of the sample
  • Figure 1: Relationship between self-efficacy and academic achievement
  • Figure 2: Relationship between self-efficacy and academic achievement at different levels of education
    Frequently Asked Questions (FAQs) about the Relationship between Self-Efficacy and Academic Achievement of Children with Disabilities at the Medan Defendant Child Development Foundation (YPAC)

Q: What is self-efficacy, and why is it important for children with disabilities?

A: Self-efficacy is a person's belief in their ability to achieve their goals. It is a critical factor in determining an individual's motivation, behavior, and overall performance. For children with disabilities, self-efficacy is particularly important as it can impact their academic achievement and overall well-being.

Q: What is the relationship between self-efficacy and academic achievement in children with disabilities?

A: The study found a significant relationship between self-efficacy and academic achievement in children with disabilities. Children with high self-efficacy tend to perform better academically and have better social relationships.

Q: What are the implications of this study for educators, parents, and policymakers?

A: The study highlights the importance of self-efficacy in children with disabilities and provides valuable insights for educators, parents, and policymakers to support the academic achievement of children with disabilities. Educators should provide support and encouragement to children with disabilities to increase their self-efficacy, while parents and families should create a positive and supportive environment to help children with disabilities believe in their abilities.

Q: What are some strategies that educators, parents, and policymakers can use to support the academic achievement of children with disabilities?

A: Some strategies that educators, parents, and policymakers can use to support the academic achievement of children with disabilities include:

  • Providing support and encouragement to children with disabilities to increase their self-efficacy
  • Creating a positive and supportive environment to help children with disabilities believe in their abilities
  • Developing policies and programs that support the academic achievement of children with disabilities
  • Providing access to resources and accommodations that can help children with disabilities succeed academically

Q: What are some limitations of this study?

A: The study has several limitations, including:

  • The sample size was relatively small, which may limit the generalizability of the findings
  • The study only focused on children with disabilities at YPAC, which may not be representative of children with disabilities in general
  • The study only measured self-efficacy and academic achievement, which may not capture the full range of factors that influence academic achievement

Q: What are some future directions for research on the relationship between self-efficacy and academic achievement in children with disabilities?

A: Future research should aim to explore the relationship between self-efficacy and academic achievement in children with disabilities in different contexts and settings. Additionally, research should focus on developing effective strategies to support the academic achievement of children with disabilities.

Q: How can parents and families support the academic achievement of children with disabilities?

A: Parents and families can support the academic achievement of children with disabilities by:

  • Creating a positive and supportive environment to help children with disabilities believe in their abilities
  • Providing support and encouragement to children with disabilities to increase their self-efficacy
  • Helping children with disabilities access resources and accommodations that can help them succeed academically
  • Communicating regularly with educators and other professionals to ensure that children with disabilities are receiving the support they need.

Q: How can educators support the academic achievement of children with disabilities?

A: Educators can support the academic achievement of children with disabilities by:

  • Providing support and encouragement to children with disabilities to increase their self-efficacy
  • Creating a positive and supportive environment to help children with disabilities believe in their abilities
  • Developing lesson plans and instructional strategies that are tailored to the needs of children with disabilities
  • Providing access to resources and accommodations that can help children with disabilities succeed academically.

Q: What are some resources that parents and families can use to support the academic achievement of children with disabilities?

A: Some resources that parents and families can use to support the academic achievement of children with disabilities include:

  • The Individuals with Disabilities Education Act (IDEA)
  • The Americans with Disabilities Act (ADA)
  • The National Disability Rights Network (NDRN)
  • The Disability Rights Education and Defense Fund (DREDF)
  • The National Center for Learning Disabilities (NCLD)

Q: What are some resources that educators can use to support the academic achievement of children with disabilities?

A: Some resources that educators can use to support the academic achievement of children with disabilities include:

  • The Individuals with Disabilities Education Act (IDEA)
  • The Americans with Disabilities Act (ADA)
  • The National Disability Rights Network (NDRN)
  • The Disability Rights Education and Defense Fund (DREDF)
  • The National Center for Learning Disabilities (NCLD)
  • The Council for Exceptional Children (CEC)
  • The National Association of Special Education Teachers (NASET)