eng Science and Education Publishing American Journal of Educational Research 2327-6150 2018-06-12 6 6 816 821 10.12691/education-6-6-34 EDUCATION20186634 article Muhammad Asrori 1 Awaluddin Tjalla asroriuntan@yahoo.com, awaluddin.tjalla@gmail.com 2 Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia Department of Guidance and Counseling, Faculty of Education, State University of Jakarta The common symptom experienced by high school students is the lack of ability to find the effective ways to complete the school work and tasks. They are generally lacking in self-efficacy, meaning that they are not quite sure about their capability to determine the ways that can make themselves a success in completing the tasks. This study aims to examine the effectiveness of self-management strategy, one of the contemporary behavior-changing strategies to improve the self-efficacy of high school students. There are three combination of techniques (1) a combination of self-monitoring with self-reward; (2) a combination of self-monitoring with stimulus-control; and (3) a combination of self-monitoring with self-reward and stimulus-control. The present experimental study with a pretest-posttest-control group design found that the combination of self-monitoringing with stimulus control techniques was the most effective to improve the self-efficacy of high school students while the other combinations of techniques were less effective. http://pubs.sciepub.com/education/6/6/34/education-6-6-34.pdf self-management self-monitoring self-reward stimulus-control self-efficacy