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.
Keywords: Self-efficacy, Intellectual Stimulation, Secondary School Students