Self-efficacy and Dissertation Performance Among Sport Students

Abstract

The present study investigated relationships between self-efficacy and dissertation performance among a sample of undergraduate sports studies students. Sixty Level 3 student volunteers completed an open-ended questionnaire to assess competencies needed for dissertation success. Qualitative results identified that self-efficacy was conceptualised in six themes: 1) maintaining motivation, 2) planning, 3) obtaining support, 4) understanding theory, 5) organising time, and 6) effectively writing the dissertation. These themes were developed into a 30-item questionnaire using the same approach as Lane, Hall and Lane (2002). Participants completed the self-efficacy inventory six weeks before the dissertation submission date. Results indicated that self-efficacy toward obtaining support (r = .30, p < .05), understanding theory (r = .35, p < .05), and writing skills (r = .30, p < .05) were associated with good grades. The sum of self-efficacy factors significantly correlated with performance (r = .27, p < .05). Discriminant function analysis results indicated that 80 per cent of failing students could be correctly classified from self-efficacy scores. Findings lend support to previous research that shows self-efficacy can significantly predict academic performance. We suggest that interventions designed to enhance motivation towards studying for an undergraduate dissertation should focus on enhancing self-efficacy.Lane, A.M.,

Self‐efficacy and statistics performance among Sport Studies students

“…Results show that self-ef®cacy measures predicted performance are consistent with the predictive effectiveness of self-ef®cacy in academic settings (see Multon et al, 1991;Schunk, 1995;Pajares, 1996;Lane et al, 2003). Self-ef®cacy measures taken closest to submitting the assignment used as the performance measure explained 17% of the variation in student grades, with no other variables relating signi®cantly to performance.…”

“…The aim of the study Self-ef®cacy and statistics performance 441 was to assess predictive paths between self-ef®cacy and performance with a view to developing intervention strategies designed to improve the quality of learning experiences for students and lecturers. Students typically display low self-ef®cacy toward studying statistics and thus teaching statistics to sport students can represent a serious challenge to lecturers Lane et al, 2003). The relationship between the challenge for lecturers and the challenge for students could be interactive and reciprocal.…”

“…Previous research has found that self-ef®cacy scores provide better predictors of performance than traditionally used markers of performance such as examination performance (Lane & Lane, 2001), and in cases where self-ef®cacy does not appear to have a mediating effect, it has been attributed to self-ef®cacy measures not showing concordance with task requirements (Moritz et al, 2000;. Thus, we suggest that practitioners develop scales that assess con®dence of students to achieve the learning outcomes in their modules and assess students during the course of a module through following the procedure suggested by Lane et al ( , 2003.…”

“…To date, research has not used this measure to predict performance. Lane et al (2003) used the same procedure for developing a self-ef®cacy measure to assess ef®cacy expectations toward achieving a successful undergraduate dissertation performance. It was found that selfef®cacy scores correctly classi®ed 80% of students who failed from those who passed.…”

Self- Efficacy Assessment to Predict GPA Grade Scores of Students

“…Previous study used self-efficacy scale to assess the level of student's efficacy and academic performance [3], [9] [10]. The researchers have developed a self-efficacy questionnaire to assess a 15 week module program [10].…”