Self-Efficacy in Relation to Intellectual Stimulation Among Secondary School Students of Kerala state

The current research investigated the correlation between self-efficacy and intellectual stimulation amid secondary school students in Kerala State in India. A descriptive survey design was used and a sample of 800 students, studying in Grades VIII and IX was selected and data was collected using stratified random sampling of government and aided schools. Self-efficacy and intellectual stimulation measured using standardised and validated instruments devised by the investigators in terms of its cognitive, emotional, and practical components. The descriptive statistics, Chi-square test of independence, Cramer V to determine the effect size, and Pearson correlation coefficient were used to analyse data. The results showed that most students were found to have average and high intellectual stimulation and self-efficacy. Chi-square test showed that there was no significant gender difference in the extent of intellectual stimulation. Nevertheless, statistically significant difference between the sexes was observed on self-efficacy with girls showing higher levels than boys though the strength of association was low (V = 0.10). Correlation analysis showed that there was a positive and significant relationship between intellectual stimulation and self-efficacy (r = 0.30, p < 0.01). Cognitive stimulation, compared to practical and emotional stimulation, was most strongly linked with self-efficacy, and was the most associated dimension of intellectual stimulation. The research puts significant confidence in the intellectual stimulating classroom practices as a way of boosting the confidence of students in their academic performance. Designing learning experiences that foster cognitive challenge, active learning, and meaning based learning experiences could help to build stronger self-efficacy of students in secondary schools.