Skip to main content

SELF-EFFICACY AND ACADEMIC PERFORMANCE

Buy Article:

$39.00 plus tax (Refund Policy)

The aim of the present study was to examine the predictive effectiveness of self-efficacy in an academic setting. Seventy-six postgraduate students completed a questionnaire to assess efficacy expectations toward competencies perceived to underpin performance on the course. As there was a 13-week difference in time between completing the self-efficacy questionnaire and completing the performance criterion, it was considered important to assess the stability of self-efficacy measures. To this end, participants completed the same items one week later. Test-retest reliability results indicated that efficacy to cope with “intellectual demands”, “pass first time”, and “achieve a specific grade” were relatively stable. Performance was assessed using end of the semester grades. Regression results showed that “self-efficacy to cope with the intellectual demands of the program” predicted 11.5% of performance variance. Given that there was a 13- week time gap between self-efficacy and performance and that the complexity of the task was high, findings from the present study suggest that self-efficacy has some utility in an academic setting.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Data/Media
No Metrics

Document Type: Research Article

Publication date: 2001-01-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more