Volume : 8, Issue : 8, AUG 2022




The level of competition in the world is rising. Performance quality has emerged as the determining determinant for individual advancement. Parents want their kids to reach the highest level possible as they move up the performance ladder. There is a lot of pressure on students, instructors, schools, and the educational system as a whole because of this demand for high levels of accomplishment. In fact, despite the fact that many other outcomes are also anticipated from the system, it seems as though the entire educational system is focused on students' academic success. As a result, schools spend a lot of time and energy assisting kids in improving their academic performance. Self-confidence as an individual’s characteristic which enables a person to have a positive or realistic view of themselves or situations that they are in. Self-confidence is the conviction that one is generally capable of producing desired results. Self-confidence is the confidence one has in oneself, one’s knowledge and one’s abilities. It is the confidence of the type: “I can do this”.

The construct of self-efficacy as introduced by Bandura (1977) refers to one’s capability to successfully perform specific tasks and behaviors or an estimate of one’s capacity to deal with any particular task. Bandura (1986) defined it as, “people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances.” It is concerned not with the skills one has, but with judgments of what one can do with whatever skills one possesses. Thus, self-efficacy is a significant determinant of performance that operates partially independently of underlying skills. Self-regulated Learning has a basic assumption that students can actively regulate their cognition, motivation, and behaviour to achieve improved performance. Self-regulatory models are distinctive because they seek to understand the processes of both studying and learning from the student’s perspective and self-image as a learner. The concept of organizational climate is relatively new. A study on the idea of a study of organizational climate was done by Hal pin and Crofts (1963).The term ‘organizational climate’ of school is differently denoted by researchers. Some call it the ‘feel’ of the school. Some refer to it as the school personality’ and some others call it almost environment, tone and morale. The parallel studies conducted in this area revealed that there is significant difference between normal and underachievers in respect of their self-confidence. There is significant difference between normal and underachievers in respect of their exam anxiety in mathematics. There is significant difference between normal and under achievers in respect of their study habits. There is significant difference between students of normal and underachieving in respect of their mathematics achievement. There is no significant correlation between academic achievement and Self Confidence. However, significant differences were observed in the academic achievement to the high and low self-confidence groups. The present study undertaken by the author revealed that there is a positive and significant relationship between self-confidence of CBSE school students and their academic achievement. There is a positive and significant relationship between self-efficacy of CBSE school students and their academic achievement. There is a positive and significant relationship between self-regulatory learning of CBSE school students and their academic achievement. There is a positive and significant relationship between organizational climate of CBSE schools and their academic achievement. Self-confidence is the pattern of personality. Self is co mixture of the thoughts & feelings, ambition & aspiration, fear and fantasy. His / Her outlook is his/her self. What can s/he becomes and how shall s/he behave with own self. This shows attitude & self confidence in constructive behaviour. And this is inspiring. Self - confidence is related with the potential of the persons or the power of solving the situation successfully.

Self-efficacy plays a key role in the self-regulation of motivation. Students form beliefs about what they can and cannot do and this affects their motivation. Self-efficacy beliefs manipulate the goals students set for themselves, how much effort they will expend, how long they will persist during difficulties, and how strong their buoyancy to failure may be. All four of these characteristics help in determining the amount of success, students will experience in their academic work and the motivation they will feel toward it. "The confidence or belief in self is termed as self-efficacy in behavioral sciences. Self-efficacy means self-possession, self-sufficiency, self-assurance and trust on oneself. Self-efficacy is regarded as one’s optimistic self-reliance. Here, self means cognitive structures that provide references mechanisms” and “a set of sub functions for perception, evaluation and regulation of behaviour”. The climate or environment of the school is the heart and soul of the school. Like the personality of an individual, climate is the personality of the organization as seen by its members. All the members of an institution or a school organization are being influenced by its climate because there are many factors in the climate which influence on the proper growth and development of an individual, and thereby affect his achievement and adjustment. Therefore, it is imperative to study school organizational climate in relation to different aspects of students’ lives including their creativity, adjustment and academic achievement.

Hope that the findings of the present study undertaken by the author will benefit both the students and teachers who are in CBSE schools.



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