Social self-efficacy among coeducational and non-coeducational secondary school students, Southern Thailand

Abstract

The purpose of this study is to examine the impact of non-coeducational school setting on secondary students’ social self-efficacy. The study also examines the differences between students who have been involved in non-coeducational (non-coed) school and those who are in coeducational (coed) school. The study also investigates the level of social self-efficacy among secondary students in both coed and non-coed school. In addition, the current study also investigates the relationship between gender and students’ social self-efficacy. The study is limited to selected secondary school students at southern of Thailand. Data was collect from 460 students which included 150 student from non-coed (female school) 150 students from non-coed (male school) and 160 student coed school. The Adolescent Social Self-Efficacy Scale (S-EFF) was used to evaluate students’ social self-efficacy was used for data collection. The study used SPSS version 22 for the purpose of data analysis. The findings of this study support the hypothesis that non-coeducational school settings have influenced students’ social self-efficacy. In other word, the results support the effect of non-coeducational school on students’ social self-efficacy. Therefore, this current study recommends researchers to investigate this phenomenon further.