DEMOCRATIC VALUES OF CRIMINOLOGY INSTRUCTORS

AND SELF-EFFICACY OF STUDENTS

JONATHAN B. POLONG

John Paul II College of Davao

Ecoland Drive, Matina, Davao City
 INTRODUCTION
•Self-efficacy refers to an individual's belief in his or her capacity to execute
behaviors necessary to produce specific performance attainments (Bandura,
1997).
•The importance of self-efficacy to students was emphasized by Maddux and
Kleiman (2019) that self-efficacy can boost student achievement, foster
emotional health and well-being, and serve as a valid predictor of motivation and
learning.
•The social relevance of studying self-efficacy of students was reflected in the
statement of Al-Otaibi (2019) that undoubtedly, there are relationships among
the scientific and intellectual developments and the many social changes, and
the extent of an individual’s ability, and his perceived self-efficiency and self-
efficacy in making its decisions.
•The relationship between democratic values and self-efficacy was in line to the
findings of the study of Ashton and Webb (2020) that teachers as change
agents play a crucial role in instilling democratic values in their learners not only
by being good models but also by explicitly fostering these values in them, but
also in improving their students’ self-efficacy.
 RESEARCH OBJECTIVES

1. To describe the level of democratic values of Criminology instructors.

2. To ascertain the level of self-efficacy of students.

3. To determine the significant relationship between democratic values

of Criminology instructors and self-efficacy of students.

4. To test the significant influence of democratic values of Criminology

instructors on the self-efficacy of students.
 CONCEPTUAL FAMEWORK

SELF-EFFICACY OF
DEMOCRATIC VALUES OF STUDENTS
CRIMINOLOGY
INSTRUCTORS
 THEORY

This study was anchored on Self-Efficacy Theory of Pajares (2016)

who postulated that people acquire information to evaluate efficacy
beliefs from four primary sources: (a) enactive mastery experiences
(actual performances); (b) observation of others (vicarious
experiences); (c) forms of persuasion, both verbal and otherwise;
and (d) ‘physiological and affective states from which people partly
judge their capableness, strength, and vulnerability to dysfunction’.
Of these four information sources, research has shown that enactive
mastery experiences are the most influential source of efficacy
information because they provide the most direct, authentic evidence
that an individual can gather the personal resources necessary to
succeed.
 METHOD
•Non-Experimental Quantitative Design
•Simple Random Sampling (100 Respondents)
•Survey Questionnaire
- Daher, W. (2019). Assessing students' perceptions of democratic practices
in the mathematics
- Gaumer Erickson, A. S. & Noonan, P. M. (2021). Self-efficacy assessment
suite: Technical report. College & Career Competency Framework.
•Mean and Pearson (r)
 RESULTS AND DISCUSSIONS
Level of Democratic Values of Criminology Instructors
Standard Descriptive
Item Mean
Deviation Level
1. allow students to express freely their understanding about the
.446 3.73 Very High
lesson
2. authorize students to give their opinion regarding the teachers’
.588 3.59 Very High
presentation
3. grant students’ opinion regarding the teacher’s methods .627 3.47 Very High
4. provide different solution methods for a given problem .557 3.55 Very High
5. give students freedom to choose their groupmates .873 3.16 High
6. provide extension time during examination .839 3.23 High
7. treat students’ equally .642 3.55 Very High
8. ask students’ personal view on some topics .621 3.59 Very High
9. allot equal time for students’ discussion .674 3.50 Very High
10. hear all sides before making decisions .594 3.53 Very High
11. encourage students to give new ideas .528 3.62 Very High
12. motivate all students to perform better .578 3.64 Very High
13. allow free exchange of ideas on certain topics .592 3.55 Very High
14. accept constructive criticisms from students .577 3.52 Very High
15. encourage students to participate in class activities .555 3.66 Very High
Overall .371 3.52 Very High
 Level of Self-Efficacy of Students
Standard
Item Mean Descriptive Level
Deviation
1. challenge myself to learn new things .368 3.84 Very High
2. keep trying, even if it is harder than I thought .514 3.67 Very High
3. am willing to work on something challenging, even if I
.578 3.64 Very High
know it will take a lot of effort and I may not succeed at first
4. perceive my mistakes as a motivation to do better .621 3.59 Very High
5. am determine to attain my goals in life .530 3.61 Very High
6. think about what I did to succeed in other difficult
.517 3.66 Very High
situations when facing a new challenge
7. practice self-motivation to reach my goals .542 3.64 Very High
8. accept feedback for self-improvement .523 3.64 Very High
9. can calm myself when I’m anxious about something .628 3.49 Very High
10. can surpass all challenges in life just like others .539 3.65 Very High
11. ask advice from other people to be better .717 3.48 Very High
12. motivate myself from other people’s stories of success .638 3.58 Very High
13. correct my own mistakes .569 3.60 Very High
14. can do task even if it is very hard .573 3.57 Very High
15. try even harder to learn from it when I receive feedback
.532 3.60 Very High
that I didn’t do well on something
Overall .334 3.62 Very High
 CORRELATION BETWEEN
VARIABLES

Decision
Variables r-value ρ-value
on H0
 
 
Democratic Values
and Self-Efficacy .652 .000 Reject
 
 
 REGRESSION ANALYSIS ON DEMOCRATIC
VALUES AND SELF-EFFICACY

Self-Efficacy
Independent F-value R2 t- ρ-
Variable βCoefficient value value

 
Democratic Values .583 72.324 .419 8.504 .000
 
 CONCLUSION

1.Democratic values of Criminology instructors is very

high.
2.Self-efficacy of students is also very high.
3. Democratic values of Criminology instructors bears
significant relationship on the self-efficacy of students.
4. Democratic values of Criminology students has
powerful effect on the self-efficacy of students
 RECOMMENDATION
1. To sustain the very high level of the democratic values, the academic administrators
may continue to provide valuable insights of instructor’s knowledge on democratic values,
which can be done by conducting trainings and seminars, focusing on how to provide a
democratic environment between instructors and students inside the classroom.
2. To sustain also the very high level of the self-efficacy of the students, school
administrators and classroom instructors may continue to conduct discussions on the
importance of self-efficacy. They may also conduct seminars about the topic, and also
conduct classroom activities on self-efficacy such as essay writing, role-playing, among
others.
3. Since democratic values is related to self-efficacy, this suggests that classroom
instructors will continue to instill and practice democratic values inside the classroom, the
desired level of self-efficacy of the students can be achieved.
4. The significant influence of democratic values on the self-efficacy evidently suggest
that the top management officials and members of the academic council of this institution
have to be mindful that democratic values cannot be just practiced inside the classroom,
but also outside the school campus, thus they may also coordinate with parents on how to
instill democratic atmosphere in their homes, thus also developing the self-efficacy of the
students, whether they are in school or at home.
Thank you…