Self-Efficacy, Stress, and Academic Success in College

Zajacova, Anna; Lynch, Scott M.; Espenshade, Thomas J.

doi:10.1007/s11162-004-4139-z

Cited by 620 publications

(512 citation statements)

References 51 publications

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“…With respect to students' background characteristics, the personality traits associated with academic self-efficacy (Zajacova et al, 2005) and conscientiousness (Richardson & Abraham, 2009;Noftle & Robins, 2007;Nguyen et. al., 2005) positively predict college GPA.…”

Section: College Gpa and Sense Of Belonging In Collegementioning

confidence: 99%

Understanding Patterns of College Outcomes among Student Veterans

Durdella

Kim

2012

JSE

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Even as we expect an increase in veteran student enrollment in higher education, little attention has been paid to the role students' background characteristics and college experiences play in college outcomes among student veterans. The purpose of this study is to examine differences in precollege characteristics and college experiences between veteran and nonveteran students and a predictive power of being a veteran student on college outcomes. Using data from the 2008 University of California Undergraduate Experience Survey (UCUES), the study conducted cross tabulations and blocked multiple regression analyses on two college outcomes: college GPA and sense of belonging. Results demonstrate that student veteran status is negatively associated with college GPA. The origins of the negative effect of being a veteran student are discussed.

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Section: College Gpa and Sense Of Belonging In Collegementioning

confidence: 99%

Understanding Patterns of College Outcomes among Student Veterans

Durdella

Kim

2012

JSE

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“…Although very little research on the second year attrition and beyond has been done, factors related to staff, quality of teaching and university policies seem to play a more prominent role (Wilcoxson et al, 2011). In addition to institutional and academic factors, authors also acknowledge that psychological factors such as the ability to self-regulate one's learning (Bjork, Dunlosky, & Kornell, 2013), self-efficacy (Zajacova, Lynch, & Espenshade, 2005), persistence (Wright, Jenkins-Guarnieri, & Murdock, 2013) and more recently, academic commitment (Human-Vogel & Rabe, 2015) are relevant to academic performance. Self-regulation refers to the ability to engage independently and proactively in monitoring one's learning, to sustain motivation, and engage in behaviours that lead to goal attainment (Zimmerman, 2000).…”

Section: Introductionmentioning

confidence: 99%

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

Vogel

Human-Vogel

2016

Higher Education Research & Development

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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.

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“…In addition to demographic variables, six measures were utilized for this study: Academic Self-Efficacy Scale (Zajacova et al, 2005); Parental Self-Efficacy Scale (Caprara, Regalia, Scabini, Barbaranelli, & Bandura, 2004); School, family, and general life satisfaction subscales of the Extended Satisfaction with Life Scale (Alfonso, Allison, Rader, & Gorman, 1996); and the Work-Family Balance Scale (Carlson et al, 2009) Self-efficacy. Self-efficacy beliefs reflect what individuals believe they can accomplish, and these beliefs regulate thought processes, motivation, and affective and physiological states (Bandura, 1997).…”

Section: Methodsmentioning

confidence: 99%

“…Among non-traditional students such as adult learners and student parents (those with dependent children) who face unique challenges (Schlossberg et al, 1989), there is some recognition of the link between self-efficacy beliefs and academic success in that self-efficacy beliefs have been found to be a strong predictor of academic success (Zajacova et al, 2005). Carney-Crompton and Tan (2002) suggest that adult learners may have high selfefficacy beliefs and intrinsic motivation to learn that affected their decision to return to school later in life.…”

Section: Introductionmentioning

confidence: 99%

The influence of self-efficacy beliefs for student parents attending university

Rhijn

Lero

2014

International Journal of Lifelong Education

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Student parents (i.e., students who have their own dependent children) are a specific subpopulation of adult learners. This study investigated the impact of self-efficacy beliefs on student parents' perceived capacity to manage multiple roles and their satisfaction with family, school, and life. Survey data collected from 398 student parents enroled at four Canadian universities were analysed. Latent variable analysis was conducted using maximum likelihood estimation with robust standard errors (MLR) using Mplus. Self-efficacy beliefs were found to influence student parents' perceptions of satisfaction at school, in the family, and with life in general. Perceptions of one's capacity to manage multiple roles (i.e., school-family balance) were found to mediate the relationship between academic self-efficacy and school satisfaction as well as parental self-efficacy and family satisfaction. Furthermore, preliminary evidence is provided of unique subgroups within the student parent population based on children's ages, partner status, and enrolment status (i.e., full/part-time studies).

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Self-Efficacy, Stress, and Academic Success in College

Cited by 620 publications

References 51 publications

Understanding Patterns of College Outcomes among Student Veterans

Understanding Patterns of College Outcomes among Student Veterans

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

The influence of self-efficacy beliefs for student parents attending university

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