ch 1 2 3 4 thesis - PERCEIVED SOCIAL SUPPORT IN ATTRIBUTION...

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PERCEIVED SOCIAL SUPPORT IN ATTRIBUTION AND SELF-EFFICACY 1 Perceived Social Support as a Moderator Variable in the Relationship Between Pessimistic Attributional Style for Failure and Self-Efficacy Marianne M. Meneses and Aimee E. Reyes De La Salle University - Manila
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PERCEIVED SOCIAL SUPPORT IN ATTRIBUTION AND SELF-EFFICACY 2 Table of Contents Chapter 1. ......................................................................................................................................... 1 Abstract. ....................................................................................................................................... 4 Background. ................................................................................................................................. 5 Review of Related Literature. ...................................................................................................... 7 Conceptual Framework. ............................................................................................................. 18 Statement of the Problem. .......................................................................................................... 19 Statement of the Hypotheses. ..................................................................................................... 19 Definition of Terms. ................................................................................................................... 21 Significance of the Study. .......................................................................................................... 22 Chapter 2. ....................................................................................................................................... 25 Research Design. ........................................................................................................................ 25 Sampling. .................................................................................................................................... 26 Instrumentation. .......................................................................................................................... 26 Procedure. ................................................................................................................................... 29 Data Analysis. ............................................................................................................................ 31 Summary. ................................................................................................................................... 31 Time Schedule. ........................................................................................................................... 32 Chapter 3. ....................................................................................................................................... 33 Results. ....................................................................................................................................... 33 Chapter 4. ....................................................................................................................................... 40
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PERCEIVED SOCIAL SUPPORT IN ATTRIBUTION AND SELF-EFFICACY 3 Discussion. ................................................................................................................................. 40 Theoretical and Practical Implications. ...................................................................................... 42 Limitations. ................................................................................................................................ 43 Recommendations. ..................................................................................................................... 43 Conclusions. ............................................................................................................................... 45 References. ................................................................................................................................. 48 Appendix. ................................................................................................................................... 51
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PERCEIVED SOCIAL SUPPORT IN ATTRIBUTION AND SELF-EFFICACY 4 Abstract In our goal to motivate the Filipino college students to finish their tertiary education, we completed a study on attributions specifically its causality, stability, and controllability dimensions for failure and its relationship with self-efficacy when moderated by perceived social support. We established our research based on the theories of attribution, social cognitive theory, and self-efficacy theory. Using those theories, we expected that internal, stable, and uncontrollable attributions for failure will increase self-efficacy given that it is moderated by a high level of perceived social support. We used a quantitative research design specifically correlational measures. We made use of self-constructed hypothetical scenarios to depict a failure situation and used the Causal Dimensional Scale II (CDSII) to assess attributions, Social Support Appraisal Scale (SSAS) to measure perceived social support, as well as the General Self-Efficacy Scale (GSES) to determine self-efficacy. A total of 158 samples were used in our study through convenience non-probability sampling. We used multiple regression to statistically analyze our data and our results generally showed that internal and uncontrollable attributions had a significant relationship with self-efficacy when moderated by perceived social support. As we have identified the limitations of our study, we recommended future researchers to use updated and more appropriate scales in measuring their variables to have a more meaningful data.
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PERCEIVED SOCIAL SUPPORT IN ATTRIBUTION AND SELF-EFFICACY 5 Background According to the results of the survey conducted by the National Statistics Office in the year 2003 concerning the highest educational attainment of Filipinos, population including 6 years of age and above showed that out of 69, 144 respondents from different regions of the Philippines majority of them attained high school level only (28.81%), 7.98% finished college and 8.32% attained a college level. World Education Indicators (WEI) Programme, on the other hand, revealed that 27 out of 100 Filipinos aged 26-64 have at least completed tertiary education.
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This note was uploaded on 08/24/2011 for the course M.E 109 taught by Professor Mrqube during the Spring '11 term at Ateneo de Manila University.

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ch 1 2 3 4 thesis - PERCEIVED SOCIAL SUPPORT IN ATTRIBUTION...

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