Economic status, self-efficacy and academic achievement: the case study of undergraduate students

Sucuoğlu, Esen

doi:10.1007/s11135-018-0692-y

Cited by 4 publications

(7 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings of this study did not confirm Hypothesis 3, which was based on previous research conducted on the effect of socioeconomic status on grades and attendance. Whilst previous research indicates that low SES negatively affects grades (Sucuoğlu 2018;Richardson et al 2012) and I hypothesised that SES might affect attendance, the present study could not confirm this for SSS.…”

Section: Hypothesiscontrasting

confidence: 99%

“…Chung 2015; Von Stumm 2017; Tomula and Çelik 2009) and university (Sucuoğlu 2018;Richardson et al 2012).…”

Section: Demographic Factorsmentioning

confidence: 99%

“…However, there are fundamental differences between SES, which is usually measured by an individual's level of education, income or profession (Chung 2015), and SSS, which measures where the individual feels they stand in society (Adler et al 2000). For example, Ostrove and Long (2007) found that the sense of belonging students felt at higher education institutions played a role in their academic performance and might explain the achievement gap that has been established by previous research (Sucuoğlu 2018;Richardson et al 2012). Given these findings, low SSS students would be expected to achieve lower grades.…”

Section: Hypothesismentioning

confidence: 99%

See 2 more Smart Citations

CCLEO: The Effect of Gender, Subjective Social Status and Big Five Personality Traits on Achievement and Attendance in a Lecture-Based Undergraduate Psychology Module

Hentschel¹

2019

Preprint

View full text Add to dashboard Cite

Background: Whilst intelligence has long been known to influence academic success, many other factors also have an effect. Identifying and understanding which factors influence academic performance and engagement is vital for improving higher education teaching.Purpose: The purpose of this study was to investigate the relationship between two sets of variables. Set 1 consisted of grades and attendance and set 2 consisted of gender,subjective social status and the Big Five personality factors.Methods: For this reason, 47 undergraduate psychology students (89.4% female) were recruited at the University of Bradford. Participants filled out an online questionnaireconsisting of the Big Five Inventory, the MacArthur Scale of Subjective Social Status and a question regarding gender. Grade and attendance data for one university module wereobtained from the university data archive. A canonical correlation analysis was carried out on SPSS.Results: Neither of the canonical functions were found to be significant. The results indicated that there were no significant relationships between set 1 (grades and attendance) and set 2 (gender, subjective social status and personality factors).Conclusion: These results did not confirm the hypotheses and contradict previous research. However, it is likely that the small sample size and imbalance of gender in the sample influenced, if not caused these findings. The implications of this study and considerations for future research are discussed.

show abstract

Section: Hypothesiscontrasting

confidence: 99%

“…Chung 2015; Von Stumm 2017; Tomula and Çelik 2009) and university (Sucuoğlu 2018;Richardson et al 2012).…”

Section: Demographic Factorsmentioning

confidence: 99%

Section: Hypothesismentioning

confidence: 99%

See 1 more Smart Citation

CCLEO: The Effect of Gender, Subjective Social Status and Big Five Personality Traits on Achievement and Attendance in a Lecture-Based Undergraduate Psychology Module

Hentschel¹

2019

Preprint

View full text Add to dashboard Cite

show abstract

“…Importantly, we found that as performance decreased so did self-efficacy for the course. This was expected, as student performance is positively connected to student confidence (Sucuoğlu, 2018). We did not find a significant association between Exam 3 performance and increased odds for high self-efficacy.…”

Section: Discussionmentioning

confidence: 44%

Changes in Undergraduate Students’ Self-Efficacy and Outcome Expectancy in an Introductory Statistics Course

Elbulok-Charcape,

Grandoit,

Krishnan

et al. 2024

GradStudentJofPsych

View full text Add to dashboard Cite

The exploration of psychological variables that potentially impact college student performance in challenging academic courses can be useful for understanding success in introductory statistics. Although previous research has examined specific beliefs that students hold about their abilities and future outcomes, the current study is novel in its examination of changes in both self-efficacy (SE) and outcome expectancy (OE) in relation to performance over the course of an undergraduate introductory psychology statistics course. These psychological variables—relating to one’s belief about one’s ability to accomplish a task and the anticipated outcomes—may impact student motivation and performance. Students’ SE, OE, and other variables related to statistics performance were measured through a survey administered at the beginning and end of the course. Multivariate logistic regression and McNemar tests were conducted to examine factors that affected changes in SE and OE as the semester progressed. Students with lower scores on the final exam demonstrated a decrease in both high SE and positive OE. However, higher scores on exams earlier in the course were associated with increased odds for high SE but not for positive OE, suggesting that SE is less resilient to course performance. Based on these findings, the authors recommend that statistics instructors identify students at risk for decreasing SE. Instructors can help foster high SE in students struggling academically by connecting the course content to their everyday lives and suggesting strategies to enhance their confidence in their content knowledge and increase their comfort in navigating such a challenging course.

show abstract

“…Prior research has shown student attitudes toward statistics to be important for explaining students' statistics achievement (Carlson & Winquist, 2011;Cashin & Elmore, 2005;Chiesi & Primi, 2015, 2018Dempster & McCorry, 2009;Emmioğlu & Çapa-Aydın, 2012;Ramirez et al, 2012;Schutz et al, 1998;Sorge & Schau, 2002) as well as their use of learning strategies (Chiesi & Primi, 2018). Further, attitudes have also been found to be related to other motivational constructs such as self-efficacy (Perepiczka et al, 2011;Walker & Brakke, 2017), expectancies (Hood et al, 2012, anxiety and feelings of competence (Chiesi & Primi, 2010;Sorge & Schau, 2002), and accurate conceptions about statistics (Evans, 2007).…”

Section: Attitude Toward Statisticsmentioning

confidence: 99%

The Role of Non-Cognitive Factors in the Introductory Statistics Classroom

Spencer

Griffith

Briska

et al. 2023

SERJ

View full text Add to dashboard Cite

The study reported in this paper aimed to not only understand student attitudes towards statistics, but also their beliefs about their ability to perform statistical tasks (self-efficacy), the value they place on carrying out course and statistical tasks (task value), and level of effort they perceive when engaging in these tasks (cost) across a semester in an undergraduate introductory statistics course. Findings indicated that students viewed statistics as more difficult, less valuable, and more costly to engage in as the semester progressed. Further, students also reported an increase in avoidant help-seeking behaviors (e.g., not seeking help when needed). Non-cognitive factors were not found to predict course retention. Variables of affect and self-efficacy, however, were shown to predict overall course grade.

show abstract

Economic status, self-efficacy and academic achievement: the case study of undergraduate students

Cited by 4 publications

References 3 publications

CCLEO: The Effect of Gender, Subjective Social Status and Big Five Personality Traits on Achievement and Attendance in a Lecture-Based Undergraduate Psychology Module

CCLEO: The Effect of Gender, Subjective Social Status and Big Five Personality Traits on Achievement and Attendance in a Lecture-Based Undergraduate Psychology Module

Changes in Undergraduate Students’ Self-Efficacy and Outcome Expectancy in an Introductory Statistics Course

The Role of Non-Cognitive Factors in the Introductory Statistics Classroom

Contact Info

Product

Resources

About