Self-efficacy and readiness of future educational psychologists to support the cognitive activity of underachieving schoolchildren

A. Zhuparkhan, Adlet Kariyev, Shalgynbaeva Kadisha Kadyrovna, Gulnar Sholpankulova, Samettin Gündüz

The Education and science journal, 2026

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.17853/1994-5639-2026-8-152-173
Data confidence 85 high
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Abstract

Introduction . The decline in academic performance and engagement among schoolchildren is a global issue, highlighting the need not only for systematically organised activities to prevent school underachievement but also for a clear understanding of how well future educational psychologists are prepared – in terms of their beliefs, skills, and abilities – to support the cognitive activity of underachieving schoolchildren. Aim. The present paper aims to examine the relationship between self-efficacy and the components of readiness to support the cognitive activity of underachieving schoolchildren among future educational psychologists. Methodology and research methods . The research methodology was grounded in a competency-based approach, which considers future educational psychologists as active agents of professional development and practical engagement. The instruments and methods employed included analysis, comparison, and synthesis, complemented by the author’s interpretation of psychological and pedagogical literature related to vocational education methodology. Empirical methods comprised a questionnaire survey, testing, and statistical analysis. A total of 144 students participated in the study. Results and scientific novelty . It was found that future educational psychologists have developed a positive perception of their professional role in supporting the cognitive activities of underachieving schoolchildren. High scores on scales measuring attitudes, intentions, and perceived effectiveness indicate that these future professionals are motivated to provide cognitive support and confident in their ability to successfully address related professional challenges. Overall, except for the difficulty scale, the results demonstrate a consistent relationship between various indicators of self-efficacy and the readiness of future educational psychologists to support the cognitive activities of underachieving schoolchildren. Practical significance . The findings can be used to develop courses for educational psychologists designed to foster readiness to support the cognitive activity of underachieving schoolchildren, as well as to enhance self-efficacy in the context of contemporary challenges and social demands.