Predictive Role of Gender Identity in Academic Self-Efficacy Beliefs and Academic Stress of Male and Female of Second Year High school Students

The aim of the research is to investigate the predictive role of gender identity in the self-efficacy beliefs and academic stress of male and female students of the second course in Zahedan city. The research method is predictive correlation. ۳۶۰ students were selected by cluster sampling. This research is based on questionnaires, including: Academic Self-Efficacy Questionnaire (ASEBQ), Godzilla Educational Questionnaire, and Gender Role Questionnaire. Cronbach's alpha coefficient is ۸۲%, ۸۹%, ۹۱% respectively. According to the results: Gender identity has a significant effect on self-efficacy and can also predict academic self-efficacy beliefs, so that female students have lower levels of academic self-efficacy than male students. Gender identity has a significant impact on academic stress, and the academic and behavioral performance of students who have academic stress is greatly reduced. Academic self-efficacy is directly related to students' academic progress, and the higher the academic self-efficacy, the better the performance of students. Academic stress has a direct relationship with the academic progress of students, and the higher the academic stress, the lower and weaker the performance of students.

Keywords:

Gender Identity , Academic Self-efficacy Beliefs , Students' Academic Stress , Secondary School , Zahedan