The Relationship between Brain-Behavioral Systems and Academic Self-Efficacy in Senior High School Male Students

Brain–Behavioral system, in the form of Reinforcement Sensitivity Theory (RST), explains the nature of individual differences at bio–neurological levels and justifies individual differences in students' academic performance. According to RST, brain–behavioral systems are divided into behavioral inhibition and behavioral activation systems. Furthermore, academic self–efficacy strongly affects academic success in different stages of life. Our cognitive interpretations of our successes and failures affect our self–efficacy beliefs. Given the importance of the role of self–efficacy and behavioral–brain systems in all aspects of students' lives, especially training courses, it is necessary to pay attention to improve academic self–efficacy and behavioral–brain systems. Thus, the present study aimed to investigate the relationship between behavioral activation/inhibition systems and academic self–efficacy in senior high school male students.

The current study was of a descriptive–correlational nature. The study population consisted of all male high school students in Gonbad Kavous City, Iran. Of them, 230 students were selected by cluster sampling technique. The inclusion criteria of this study included being a second high school student of the three grades (tenth, eleventh, and twelfth), male, aged 15–18 years, and residing in Gonbad Kavous City. Furthermore, a signed informed consent form was obtained from the participating students and their parents. In addition, we observed the absence of biopsychological illnesses that impair function and the lack of specific medications use. All participants who failed to accurately complete the research questionnaires were excluded from the study. Measurement tools were the Behavioral Activation/Inhibition Systems Scale (Carver & White, 1994) and the Academic Self–Efficacy Scale (Jinks & Morgan, 1999). The obtained data were analyzed by descriptive statistics (mean & standard deviation) and inferential statistics, including Pearson correlation coefficient and regression analysis methods in SPSS. The significance level of the tests was considered to be 0.01 and 0.05.  

According to the present research findings, negative and significant correlations were observed between behavioral inhibition systems and academic self–efficacy (r=–0.44, p<0.01) in the study subjects. There was also a positive and significant correlation between behavioral activation system and academic self–efficacy in the explored students (r=0.40, p<0.01). Behavioral inhibition system (β=–0.310, p<0.001) and behavioral activation system (β=0.274, p<0.001) could directly predict academic self–efficacy in the study participants.

According to the research findings, behavioral inhibition systems and behavioral activation systems can directly predict academic self–efficacy in senior high school male students. By reducing behavioral inhibition and increasing behavioral activation, academic self–efficacy can be improved; thus, it is necessary to enhance academic self–efficacy among students.