TY - JOUR T1 - Effect of Information and Communication Technology on Self-Efficacy and Academic Achievement of Students TT - JF - mdrsjrns JO - mdrsjrns VL - 6 IS - 3 UR - http://hehp.modares.ac.ir/article-5-15211-en.html Y1 - 2018 SP - 97 EP - 102 KW - Schools KW - Information Technology KW - Self-Efficacy KW - Educational Status N2 - Aims: Considering the evolution of schools and the growth of smart schools, the aim of the present study was to compare the self-efficacy and academic performance of students in conventional and smart schools. Instruments and Methods: This cross-sectional descriptive-analytic study was conducted in Kerman, Iran, in 2015. 300 students of 8th grade studying in Kerman (145 smart school student and 155 conventional school students) were selected by multi-stage sampling method. Data were collected by a standardized academic self-efficacy questionnaire of Jinks-Morgan and analyzed using independent t-test, linear regression, Pearson correlation test and SPSS 20 software. Findings: Academic achievement in conventional and smart schools was statistically different. So that students of smart schools had better academic achievement than ordinary schools (p=0.0001). While the self-efficacy of the two groups did not differ significantly. There was a significant direct correlation between students' academic achievement and their self-efficacy score (r=0.159, p=0.006). Also, there was a significant statistical difference, according to the type of school, occupation, and education level of parents (p<0.0001). Conclusion: The academic self-efficacy of students in the two groups do not differ, students of smart schools have the higher academic achievement. School smartness and high self-efficacy will improve students' academic achievement. M3 10.29252/HEHP.6.3.97 ER -