Self-Efficacy, Self-Esteem and Their Impact on Academic Performance

Lane, John; Lane, Andrew M.; Kyprianou, Anna

doi:10.2224/sbp.2004.32.3.247

Cited by 314 publications

(252 citation statements)

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“…(NP) Finally, the influence of self-esteem on performance could not be confirmed in a number of studies (Clifton et al 2004;Lane et al 2004;Robbins et al 2004), but some evidence for the effect of self-esteem was found by Levitt et al (1994), who found self-concept to significantly predict GPA of students in secondary education.…”

Section: Theoretical Backgroundmentioning

confidence: 98%

“…Academic performance in higher education also depends on the amount of time students spend on studying and-opposing-the time students spend on work, because it interferes with time spend on studying (Curtis and Shani 2002; Van den Berg 2002; Van den Berg and Hofman 2005). (NP) Finally, the influence of self-esteem on performance could not be confirmed in a number of studies (Clifton et al 2004;Lane et al 2004;Robbins et al 2004), but some evidence for the effect of self-esteem was found by Levitt et al (1994), who found self-concept to significantly predict GPA of students in secondary education. …”

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The influence of personal networks and social support on study attainment of students in university education

2007

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In this paper, the influence of personal networks and social support on study attainment of students in university education is examined. Furthermore, the paper aimed at clarifying the possible mediating role of achievement motivation, time spent on studying and working, procrastination and self-esteem. The study is a follow-up of the '89 cohort study, but is restricted to those students who have transferred to university education after finishing secondary education. The students have been approached with a questionnaire in 2004. Multinomial logistic regression shows that social support has no effect on study attainment, but that personal networks do have an effect on attainment. The relationship between social support and personal networks on the one hand and study progress on the other hand is not mediated by the before mentioned variables.Keywords Personal network Á Social support Á University Á Higher education Á Attainment Á Student Á Achievement motivation Á Self-esteem Á Procrastination Students who transfer to higher education face a number of changes in their personal and academic environment. The transition from secondary education to higher education not only calls for academic adjustment, but also includes different social demands. Students need to develop new or increased capacity for self-regulation and must learn to cope with the time pressure that is inherent in going to college. Moreover, students must integrate into a new social environment. They leave their parental house, most of their former classmates and teachers and they meet new friends, housemates and classmates. Existing supportive relationships may change or even disappear, and new supportive connections can be formed. The extent to which students succeed in integrating into this new environment and also the amount of social support received from network members possibly determines part of their academic success or failure.L. Eggens (&) Á M. P. C. van der Werf Á R. J. Bosker Groningen Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, The Netherlands e-mail: l.eggens@rug.nl 123High Educ (2008) 55:553-573 DOI 10.1007 Most models for explaining academic performance in higher education are based on the interaction model developed by Spady (1970Spady ( , 1971, further elaborated on by Tinto (1975). Based on these and other models, a wide range of possible determinants of academic performance has been described and tested, which can roughly be divided into contextrelated factors like curricular characteristics and assessment procedures, and studentrelated factors like gender, motivation and learning styles. These variables are mainly academic and/or personal determinants though, leaving the students' social environment out of consideration.This study examined the influence of personal networks and social support on academic attainment of students in university education. The impact of students' social support and personal network was studied together with the influence of achieve...

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The influence of personal networks and social support on study attainment of students in university education

2007

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“…Self-efficacy beliefs are also influenced by interest, value, and utility, and affective reactions. Past research has investigated the relationship between self-efficacy beliefs and other motivational constructs such as self-concept, self-esteem, self-regulation, task value and anxiety (Pajares and Cheong 2003, Lane et al 2004, Garcia and de Caso 2006. According to Bandura (1977), self-efficacy beliefs are reciprocal because they influence behaviour and can in turn be influenced by the behaviour.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Developing Student-Writers’ Self-efficacy Beliefs

Magogwe

Ramoroka²,

Mogana-Monyepi

2015

JoAW

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Based on Social Cognitive Theory (Bandura 1986) research in academic writing and self-efficacy has shown that there is a relationship between students' performance and their belief in their writing abilities (Matoti and Shumba 2011, Shah et al. 2011, Prat-Sala and Redford 2012. Using questionnaires, interviews and an assessed written task, this study seeks to contribute to this research by exploring the relationship between writing proficiency and self-efficacy beliefs of undergraduate students taking an Advanced Writing Skills course. The aims of the study were to find out a) what the writing proficiency self-ratings of students doing the Advanced Writing Skills course are like b) their writing self-efficacy beliefs c) what they perceive to be problems related to their writing skills and d) whether there is any relationship between performance level of the students and their self-efficacy beliefs. An analysis of the results reveals that although students' self-rating was high, their efficacy beliefs were moderate. The results of the present study also reveal that there was no relationship between students' essay writing performance and their self-efficacy beliefs in the context of this study. This article argues that although self-efficacy beliefs need not be high for students to be motivated to perform better, boosting these beliefs can add to students' tools for developing their writing competence.

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“…Self-efficacy is among the most notable motivational constructs educational psychologists have been examining (Lane, Lane, & Kyprianou, 2004;Pajares & Valiante, 1999;Shell, Colvin, & Bruning, 1995). Recently, researchers have investigated how self-efficacy is related to goal orientation, another notable motivational construct (Liem, Lau, & Nie, 2007;Phan, 2009Phan, , 2010.…”

Section: Discussionmentioning

confidence: 99%

Asian-Focused ELT Research and Practice Voices from the Far Edge

Kimura¹,

Middlecamp²

2017

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Self-Efficacy, Self-Esteem and Their Impact on Academic Performance

Cited by 314 publications

References 18 publications

The influence of personal networks and social support on study attainment of students in university education

The influence of personal networks and social support on study attainment of students in university education

Developing Student-Writers’ Self-efficacy Beliefs

Asian-Focused ELT Research and Practice Voices from the Far Edge

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