Academic commitment and self-efficacy as predictors of academic achievement in additional materials science

Abstract

A great deal of research within science and engineering education revolves around academic success and retention of science and engineering students. It is well known that South Africa is experiencing, for various reasons, an acute shortage of engineers. Therefore, we think it is important to understand the factors that contribute to attrition rates in university students, and engineering students in particular. The theoretical framework for the present study draws on self-regulation theory, with particular reference to the role of self-efficacy and academic commitment. Participants comprised 127 engineering students in the second year of an augmented programme. They completed the Academic Commitment Scale and the Materials Science Self-efficacy Scale. Statistical analysis included correlation and regression analysis to test the hypothesis that self-efficacy and academic commitment would predict the semester mark. Our results indicated that materials science self-efficacy and meaningfulness are significant predictors of investment, and that investment predicts the final semester mark. We discuss the results in terms of debates about throughput and retention for engineering students and also implications for teaching and learning.

WITHDRAWN: ELLs in Higher Education: Self-Efficacy Beliefs and Goal Orientation

“…The difference in self-efficacy beliefs between male students and female students was not significant. This finding is in accordance with the findings of the study by Sezgintürk and Sungur (2020) and Vogel and Human-Vogel (2016) where the results indicated non-significant gender differences concerning self-efficacy. But it contradicts with the study by Stoet and Geary (2018), which found that male students had higher self-efficacy than female students in science education.…”

Does Academic Commitment Affect the Learners' Progress through Academic Buoyancy? A Structural Equation Model

“…Also, there was a significant relationship between the investment, substitution, the academic satisfaction aspects and the level of academic commitment, from the aspect of academic commitment with academic achievement. In the case of the relationship between academic commitment and academic achievement, this study is inconsistent with the study of Rorik Vogel and Human Vogel (2016) (Vogel & Human-Vogel, 2016) but it was in accordance with the studies of Goo and Maine, (2014); Moala, 2018; (Y.-g. Liao & Chen, 2014;Muala, 2018;Womack, 2016). The findings of the study by Mirring (2017) also showed no association between meaningful commitment and academic achievement.…”

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

“…The key reasons for this gender disparity in science education are said to be rooted in the different social roles of boys and girls in society, as well as persistant negative stereotypes for females (Steele 1997;Tindall and Hamil 2004) in science. However, there are some studies highlighting non-significant gender differences regarding self-efficacy and attitudes about ability in math and science classes (Kiran and Sungur 2012;Sezgintürk and Sungur 2020;Vogel and Human-Vogel 2016). In the field of language learning and technology use in a specific model like the FCM, self-efficacy and gender has not yet been investigated extensively.…”