Self-efficacy and Volunteering Behavior among deaf and hard of hearing Students in light of some variables

Abstract

The study aimed to examine the relationship between self-efficacy and volunteering behavior, identify the effects of gender, academic achievement level, and their interaction on both self-efficacy and volunteering behavior, and verify the predictability of self-efficacy through volunteering behavior among deaf and hard of hearing students. Using a correlational descriptive design, the study employed two scales: The Self-Efficacy Scale and the Volunteering Behavior Scale were administered to a sample of 212 high school students who are deaf or hard of hearing, aged 16–18, with an average age of 17.2 years. The results revealed a statistically significant positive relationship between the overall self-efficacy score—including its various dimensions (social, emotional, self-confidence, problem-solving, and challenge)—and volunteering behavior. And there were no effects for gender, academic achievement level, or their interaction on either self-efficacy (subscales and total score) or volunteering behavior. Additionally, the study confirmed the possibility of predicting self-efficacy (subscales and total score) through volunteering behavior among deaf and hard of hearing students