Fostering Achievement: The role of Self-efficacy in developing Successful intelligence skills among Secondary school students

This study examines the relationship between self-efficacy and successful intelligence (SI)—
a construct encompassing analytical, creative, and practical abilities—among secondary
school students in inclusive educational settings. Guided by Bandura’s social cognitive
theory and Sternberg’s triarchic theory of intelligence, the research adopts a descriptive
correlational design. The sample comprised 500 students from 15 inclusive secondary
schools in Calicut and Malappuram districts of Kerala, representing both typically
developing and differentially abled learners. Data were collected using validated self-efficacy
and successful intelligence scales developed by the investigator. Findings revealed a
statistically significant positive correlation between self-efficacy and overall successful
intelligence (r = 0.49, p < 0.01), with particularly strong associations for practical intelligence
(r = 0.438). Results also indicated gender- and ability-based variations, where girls and
typically developing students reported higher self-efficacy and successful intelligence levels.
These outcomes highlight that students with stronger confidence in their abilities tend to
apply analytical reasoning, creative thinking, and practical problem-solving more effectively.
The study concludes the importance of integrating metacognitive training, self-regulatory
strategies, and triarchic skill development within secondary curricula. Strengthening
students’ self-beliefs alongside cognitive versatility can foster adaptive, resilient, and lifelong
learners suited for contemporary educational and societal demands.