1Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia
2Department of Guidance and Counseling, Faculty of Education, State University of Jakarta
American Journal of Educational Research.
2018,
Vol. 6 No. 6, 816-821
DOI: 10.12691/education-6-6-34
Copyright © 2018 Science and Education PublishingCite this paper: Muhammad Asrori, Awaluddin Tjalla. The Effectiveness of Self-management Strategy of Cormier & Cormier Model to Increase Academic Self-efficacy of High School Students.
American Journal of Educational Research. 2018; 6(6):816-821. doi: 10.12691/education-6-6-34.
Correspondence to: Awaluddin Tjalla, Department of Guidance and Counseling, Faculty of Education, State University of Jakarta. Email:
asroriuntan@yahoo.com, awaluddin.tjalla@gmail.comAbstract
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.
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