Paver, Hana.
(2015).
Private tutoring and correlation with self-efficacy and self-efficacy in self-regulated learning
of mathematics and a foreign language.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Vlahović-Štetić, Vesna].
Abstract
The aim of this study was to examine the frequency of use and function of private tutoring, the difference in the frequency of its use between village, smaller and larger cities, and the correlation between frequency of use of tutoring and self-efficacy and self-efficacy in self-regulated learning of mathematics and a foreign language, on the sample of fourth-grade students of gymnasium N=318. Academic self-efficacy is the belief in their own ability to organize and to execute activities necessary for the realization of the achievements in academic areas and academic self-efficacy in self-regulation is the belief in their own self-regulatory skills in academic areas. The assumption of this research is that one of the impact of creating self-efficacy and self-efficacy in self-regulation in mathematics and a foreign language is the use of private tutoring for those subjects. Private tutoring is a service where one person provides to another person extra lessons for school subjects in interaction one-on-one, and the tutor charges that service. The analysis of correlation between frequency of use of tutoring and these two constructs produce a significant negative correlation between self-efficacy in mathematics and frequency of use of private tutoring in mathematics. Other constructs have not shown a significant correlation with frequency of use of private tutoring.
It occurs that those who do poorly in mathematics tend to have lower self-efficacy, and they are more likely to attend private lessons in mathematics.
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