Abstract:

Self-capacity is a concept that expresses the belief that a person hears that he can do a certain job. Students with high academic self-confidence have been determined to be better able to use effective learning strategies than students with low academic self-confidence and are more academically successful. Therefore, it has been important for high school students to study their academic self-quality levels of belief. In this study, students who are trained in different departments in the last classes of a high school in the center of the province of Konya have determined the levels of academic self-capacity belief, and studied whether the academic self-capacity belief levels have significant differences in terms of gender, the part in which they are trained and the internet use time variables. The study was carried out in the 2015-2016 academic year. The study group consisted of 280 students. The study used the general scanning model from scanning models, the research data was obtained using the "Academic Self-Qualification Measurement" developed by Jerusalem and Schwarzer in 1981 and adapted to Turkish by Yılmaz, Gürçay and Ekici. The Cronbach Alfa reliability value is .79. The academic self-sufficiency scale has the applying feature to all high school and higher groups to determine the self-sufficiency belief in scientific fields according to the situation and need. The obtained data was analyzed through the SPSS 20 program, and the arithmetic average and standard deviation values of the students' opinions on academic self-qualification beliefs were determined. Mann-Whitney U and Kruskal-Wallis tests have been applied for data that do not show normal distribution. According to the research results, the levels of academic self-quality beliefs of students have been determined at a low level, although the high academic self-quality beliefs are obtained in favor of male students in some matters of the scale, these differences are not statistically meaningful. Girls students carry the belief that they will be more successful in the exam and the belief that they are more complicated in the preparation stage for the exam. It has been shown that high school students have distinguished the equal weight division students in the benefit of the academic self-qualification score average. But this difference is not statistically meaningful. According to the time of use of the Internet variable, high school students have seen significant differences between their academic self-capacity score ranges. It has been determined that those who use the internet for 2-3 hours in their daily lives have higher levels of academic self-confidence. These students can be expressed that they consider themselves more academically sufficient.

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