The Effects of Self-Efficacy on Academic Success of First-Generation College Sophomore Students

Vuong, Mui; Brown-Welty, Sharon; Tracz, Susan M.

doi:10.1353/csd.0.0109

Cited by 179 publications

(140 citation statements)

References 16 publications

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“…Some studies have reported significant differences in self-efficacy between male and female students' (Vogt, Hocevar, & Hagedorn, 2007;Sakiz, 2011&Vuong, Brown-Welty, & Tracz, 2010. For example, Lent et al (2005) and Vogt, Hocevar, & Hagedorn (2007) have reported that male students have significantly higher self-efficacy than females.…”

Section: The Difference Between Male and Female Students In Self-effimentioning

confidence: 99%

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The Difference between Male and Female Students’ Self-Efficacy, Academic Engagement and Academic Achievement in Biology among Grade Ten Students in South Wollo Zone Schools in Ethiopia

Mohammed¹

2014

MJSS

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Section: The Difference Between Male and Female Students In Self-effimentioning

confidence: 99%

“…For example, (Sakiz, 2011;Vuong, Brown-Welty, & Tracz, 2010;Nasiriyan, Khezri Azar, Noruzy, & Dalvand, 2011) have found that self-efficacy had a significant and positive effect on academic achievement. Britner & Pajares (2006) also found that self-efficacy was best predictor of physics conceptual understanding as well as physics grade.…”

Section: Introductionmentioning

confidence: 99%

The Difference between Male and Female Students’ Self-Efficacy, Academic Engagement and Academic Achievement in Biology among Grade Ten Students in South Wollo Zone Schools in Ethiopia

Mohammed¹

2014

MJSS

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“…Results of a meta-analytic study showed that self-efficacy beliefs were positively related to students' academic attainment and persistence attitudes across a wide variety of fields (Multon, Brown & Lent, 1991). More recent studies also have reported a positive relation of college self-efficacy to students' college satisfaction, academic performance and expectations of persistence to graduation (DeWitz, Woolsey, & Walsh, 2002;Garriott, Hudyma, Keene & Santiago, 2015;Vuong, Brown-Welty, Tracz, 2010) including students of Hispanic descent (Gloria, Castellanos, Lopez, & Rosales, 2005;Ojeda, Flores, & Navarro 2011;Torres & Solberg, 2001). …”

Section: Self-efficacymentioning

confidence: 99%

Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

Arbona¹

2016

JPBS

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The purpose of the study was to examine among Hispanic college women to what extent ethnic minority status stress was uniquely associated to persistence intentions when taking into account general college stress. The study also examined if college self-efficacy moderated the relation of minority status stress to students' persistence intentions. Participants were 135 Hispanic undergraduate female students (67.4% of Mexican descent; 80.7% born in the United States) enrolled in a diverse, major research, urban, public university in the Southwest United States. Findings revealed that at the bivariate level, both college stress and minority stress were negatively related to students' college persistence intentions. However, ethnic minority status stress did not contribute unique variance to persistence intentions when controlling for general college stress. College self-efficacy moderated the relation of both college stress and minority status stress to persistence intentions; that is, both college stress and minority status stress were negatively related to persistence intentions among students who scored the lowest in self-efficacy; neither stress variable was associated to persistence intentions among students with the highest levels of self-efficacy. Implications of these findings are discussed.

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“…Kord (2008) stresses the possible positive and negative influence of online social networking on college students' academic experiences, and which will continue to offer more traditional support to students through a less traditional medium (Heyman, 2010). The interaction with faculty and social networking with peers are important factors for academic success (Vuong, Brown-Welty, & Tracz, 2010). If students are kept engaged in their academic programs (Dizik, 2010), this elicits students' stronger positive opinions for e-learning environments (Lei & Gupta, 2010;Riffell & Sibley, 2005).…”

Section: Relationship Of Social and Academic Integration External Atmentioning

confidence: 99%

E-Learning Student Perceptions on Scholarly Persistence in the 21st Century with Social Media in Higher Education

Lint¹

2013

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The purpose of this quantitative analytic study is to evaluate and test the theoretical underpinnings of the Kember (1995) student progress model that examines the direct or indirect effects of student persistence in e-learning by identifying the relationships between variables such as student perceptions, performance, cost-benefit analysis, and student persistence. Thomson (1999), Houle (2004), Harlow (2006), and PortaMerida (2009) verified the reliability and validity of the theory, yet their results are slightly dissimilar in the magnitude of influence on student persistence. Former studies indicate that it could be meaningful to reexamine the variables in more current studies. The online survey in this study explored the relationships among variables. The population of the sample of this study was 169 students at a public community college in Maryland that is offering online and hybrid degree programs. The logistic regression and multiple regression analysis were utilized to analyze the survey data. The findings of this study consistently indicated that negative external attribution was a significant factor for student persistence, degrading the student's work. Simultaneously, individual student grade point average (GPA) and academic integration were highly correlated to student persistence. The findings of this study convey the current phenomena and knowledge of e-learning regarding student persistence. Social media has been seen as a potential problem, but it could also be a solution if it increases social interaction on focused scholarly topics. Decreasing external attribution and encouraging higher GPA by increasing the academic integration help students continue to pursue their educational goals.

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The Effects of Self-Efficacy on Academic Success of First-Generation College Sophomore Students

Cited by 179 publications

References 16 publications

The Difference between Male and Female Students’ Self-Efficacy, Academic Engagement and Academic Achievement in Biology among Grade Ten Students in South Wollo Zone Schools in Ethiopia

The Difference between Male and Female Students’ Self-Efficacy, Academic Engagement and Academic Achievement in Biology among Grade Ten Students in South Wollo Zone Schools in Ethiopia

Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

E-Learning Student Perceptions on Scholarly Persistence in the 21st Century with Social Media in Higher Education

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