Anxiety, Self-Efficacy, and College Exam Grades

Barrows, Jennifer; Dunn, S. S.; Lloyd, Carrie A.

doi:10.13189/ujer.2013.010310

Cited by 72 publications

(36 citation statements)

References 13 publications

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“…Research suggests that positive psychological states that involve increased self-awareness, healthy emotional regulation, and adaptive coping are associated with higher levels of emotional intelligence and self-efficacy (Salami, 2011;Thomas, Cassady, & Heller, 2017). Furthermore, these positive psychological traits are predictors of academic success, social-emotional well-being, positive peer-relationships, and post-graduation job satisfaction and performance (Barrows, Dunn & Lloyd, 2013;Judge & Bono, 2001;Mavroveli, Petrides, Rieffe, & Bakker, 2010;Salami, 2011;Thomas, Cassady, & Heller, 2017).…”

Section: Findings and Implicationsmentioning

confidence: 99%

Exploring the Impact of an Outdoor Orientation Program on the Psychosocial Factors of Honors Students

Erdley¹,

Kass²,

Oehmke³

et al. 2021

JEHD

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Background. Despite the quality of students typically accepted into honors programs, completion rates are relatively low, ranging from less than 20% to a high of 48% (Campbell & Fuqua, 2008;Cognard-Black, Smith, & Dove, 2017). Purpose. This research aims to integrate a high-impact Outdoor Orientation Program (OOP) into the honors curriculum to determine its impact on individual outcomes linked to student success and retention, such as self-efficacy and self-esteem, emotional intelligence, grit, and life satisfaction. Methodology/Approach. 28 first-year honors students participated in a 4-day mountain climb OOP. Participants completed psychosocial measures before the OOP and at the end of the semester. The remaining first-year honors students served as the control. Findings/Conclusions. Overall, results revealed that students who participated in the OOP showed more significant improvements on nearly all outcomes of interest over the semester than those who did not. Implications. This study supports the use of OOPs in a university setting, and these benefits may extend beyond the honors program.

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Section: Findings and Implicationsmentioning

confidence: 99%

Exploring the Impact of an Outdoor Orientation Program on the Psychosocial Factors of Honors Students

Erdley¹,

Kass²,

Oehmke³

et al. 2021

JEHD

View full text Add to dashboard Cite

show abstract

“…With reference to its operational processes, Self-efficacy is deemed to impact on the choice, continuation, and successful completion of academic courses (Bandura, 1997(Bandura, , 2012Britner & Pajares, 2006), in a process that cultivates mastery experiences. When self-regulatory behaviors are added to mastery experiences and set within the contest of goal setting, then it is clear to see why Self-efficacy is seen as a critical inner resource (Komarraju & Nadler, 2013) that has been linked adaptively on achievement (Barrows, Dunn, & Lloyd, 2013).…”

Section: Self-efficacy: Development Of a Vital Internal Resourcementioning

confidence: 99%

Secondary Level Achievement

McIlroy

Palmer-Conn

Lawler

et al. 2017

Journal of Individual Differences

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Abstract:The study was developed in the context of Personality and Social Cognitive Theory with constructs that encapsulate non-intellective processes of academic achievement. The goal was to explore the role of the Five Factor Model (FFM) of personality in academic performance and to use this model as a reference point to test the incremental validity of two measures of Self-efficacy (Academic and Emotional) and an indicator of Absenteeism. Participants (N = 120) were comprised of 17-year-old male (n = 47) and female (n = 73) opportunistically sampled secondary level college students. A cross-sectional design was used to examine the relationship between the independent variables (FFM, Academic Self-efficacy, Emotional Self-efficacy, and Absenteeism) and the outcome variable, Grade Points Average (GPA). Correlation analysis found that four FFM factors and the two Self-efficacy measures were associated with GPA. In a hierarchical regression analysis, the FFM explained 22% variance on performance and the two Self-efficacy measures added 9% incremental variance followed by 3% for Absenteeism. Overall, the non-intellective constructs explain a substantial 34% variance on achievement and provide focal points for theoretical, empirical, and pedagogical evaluation. Moreover, they are suggestive of the pathways and processes that support learning, augment ability, and enhance achievement.

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“…Self-efficacy is defined as a person’s belief in their ability to exercise control over their behaviors ( Wood and Bandura, 1989 ). Barrows et al (2013) noted that individuals with high self-efficacy are confident in their abilities that they seek opportunities to increase their knowledge and skills to succeed at a particular task and that individuals mobilize the necessary motivation, cognitive resources, and a range of actions in the process. Barrows et al’s ideas can also be applied to pro-social behavior, as Liu and Ngai (2019) found that pro-social behavior is closely related to self-efficacy, with individuals with high self-efficacy showing more pro-social behavior.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Family Atmosphere on Chinese College Students’ Pro-social Behavior: The Chained Mediation Role of Gratitude and Self-Efficacy

2022

Front. Psychol.

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The current study aimed to explore how family atmosphere influenced pro-social behavior among Chinese college students and to explore the mediation roles of gratitude and self-efficacy. We recruited 800 Chinese college students, and the participation rate was 89% (712 participants, M = 19.26, SD = 1.23). Participants completed the family atmosphere scale, the pro-social tendencies measure, the gratitude questionnaire, and the general self-efficacy scale. Results indicated that (1) Family atmosphere, gratitude, self-efficacy, and pro-social behavior were positively correlated after controlling for the grade, gender, and age. (2) The family atmosphere affected pro-social behavior not only directly, but also indirectly through the partial mediating role of gratitude and self-efficacy. Moreover, gratitude and self-efficacy also played a full chained mediation role in the relationship between the family atmosphere and pro-social behavior of college students. Therefore, a supportive family atmosphere is conducive to promoting college students’ gratitude and self-efficacy, in turn affecting their pro-social behavior.

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Anxiety, Self-Efficacy, and College Exam Grades

Cited by 72 publications

References 13 publications

Exploring the Impact of an Outdoor Orientation Program on the Psychosocial Factors of Honors Students

Exploring the Impact of an Outdoor Orientation Program on the Psychosocial Factors of Honors Students

Secondary Level Achievement

The Effect of Family Atmosphere on Chinese College Students’ Pro-social Behavior: The Chained Mediation Role of Gratitude and Self-Efficacy

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