Not all college “stayers” and “leavers” stay or leave for the same reason or with the same experience. However, traditional measures and studies of academic success have limited their scope to either performance or persistence as individual variables. This study explored whether a more nuanced definition of success as a composite of both performance and persistence (GPA and retention) produced different results than when using the variables separately. The influence of academic self-efficacy on student success served as the context for this exploration. The study used an existing incoming student survey dataset from a small private liberal arts college. Subjects were grouped into one of five categories based on academic performance and persistence after two terms: Good Performing Leavers, Good Performing Stayers, Bad Performing Leavers, Bad Performing Stayers, and Early Leavers. The relationship between academic self-efficacy and student success, using the individual and composite outcome variables, were explored. The results of the study were inconclusive with the composite measure resulting in only a slight increase in the number of significant relationship with self-efficacy items. Post hoc exploratory analysis that controlled for high school GPA and removed subjects who did not appear to have engaged in the survey resulted in some support for the original hypothesis. These and other suggestions are made for future investigations of this question.

Thesis (M.S.)--University of Texas Health Science Center at Houston, School of Public Health, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 3030. Adviser: Asha S. Kapadia. Includes bibliographical references.

Thesis (M.S.) -- University of Texas Southwestern Medical Center at Dallas, 2005. / Vita. Bibliography: 75-81.

abstract: Native Americans reported the least number of degree completion than any other population in the United States. Native American students experience multiple challenges while in college making them a high-risk population for college departure. This study used two hierarchical multiple regression to explore the relationship between non-cognitive factors (financial concerns, family support for education, cultural involvement, ethnic identity, academic self-efficacy) with both academic stress and academic persistence decisions from a combined sample of 209 Diné college students attending two tribal colleges on the Navajo reservation. Two-week test-retest reliabilities were calculated for three scales: family support for education, financial concerns, and Dine’ cultural involvement. The Multidimensional Inventory of Black Identity Scale was modified to measure two facets of ethnic identity (centrality and private regard) for Diné students. Academic Self-Efficacy was measured by the College Self-Efficacy Inventory. The Daily Hassles Index for College Stress was used to measure academic stress and the Persistence/Voluntary Dropout Decisions Scale was measured academic persistence decisions. Due to its suppression effect on the relation of private regard and academic stress, centrality was not included in the hierarchical regression predicting academic stress; however, it was included in the prediction of academic persistence decisions. Diné students reported high scores for family support for education that suggested that generally the students at Dine’ College perceived that their families as being supportive and encouraging their efforts to get their college degree. In the hierarchical regression predicting academic stress, in step one more cultural involvement and fewer financial concerns predicted less academic stress. In the final model, only fewer financial concerns and greater academic self-efficacy predicted less academic stress. In the hierarchical regression predicting academic persistence decisions, private regard and academic self- efficacy were significant, positive predictors of persistence decisions. These findings are discussed in light of the role counseling psychologists can play in addressing financial concerns, ethnic identity, and academic self-efficacy among Dine’ students in order to decrease their academic stress and increase their positive decisions about staying in school. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2018

Anställningssituation har visat sig ha betydelsefulla faktorer för tilltron till den egna förmågan (self-efficacy) i utbildnings- och arbetssammanhang. Syftet med denna studie var att belysa studerande bemanningsanställdas upplevelse av self-efficacy gällande studier, nuvarande arbetsuppgifter samt framtida karriär i relation till anställningssituationen. Studien byggde på åtta kvalitativa intervjuer med studenter mellan 21–35 år och som arbetar inom bemanningsbranschen, varav fem kvinnor. Utifrån fenomenologisk analys och genom meningskoncentrering genererades temana Värdering av självet, egna erfarenheter och framtidsmöjligheter, Socialt stöd i arbetsmiljön, Ambivalens jobb-studier-livet, Varierande meningsfullhet i arbetssituationen, samt Trygghet och otrygghet i arbetet. Resultatet visade att anställningssituationen inkluderar faktorer som kan påverka self-efficacy både positivt och negativt. Studien visade som tidigare forskningar att self-efficacy är föränderlig och kan förstärkas eller försvagas. Resultatet kan för bemanningsanställda ge möjlighet att reflektera över sin arbetssituation, förstärka positiva effekter för self-efficacy och reducera negativa.

Previous research has shown relationships between ethnic identity and other aspects of the self-concept such as efficacy and self-esteem, particularly among minority groups. This study examined the relationships between ethnic identity, collective self-esteem and academic self-efficacy. These relationships were examined among an overall sample of 144 respondents, and among two distinct samples consisting of Black and White respondents, respectively. Results showed positive correlations between ethnic identity and academic self-efficacy, collective self-esteem and academic self-efficacy, and between ethnic identity and collective self-esteem for the overall sample. Similar results were found for the sample consisting of Black respondents only. For the White sample, a positive correlation was found between collective self-esteem and ethnic identity only. The study further examined the relationships between academic self-efficacy and the ethnic identity and collective self-esteem subscales. For the overall sample, positive correlations were found between academic self-efficacy and the ethnic identity search and commitment subscales. Correlations for this sample were also found between academic self-efficacy and the membership self-esteem and private collective self-esteem subscales. For the Black sample, correlations were found between academic self-efficacy and the ethnic identity search and commitment subscales. Furthermore, there were correlations between academic self-efficacy and the membership self-esteem subscale, as well as the private collective self-esteem subscale for Black respondents. For the White sample, no relationships were found between academic self-efficacy and any of the collective self-esteem and ethnic identity subscales. Furthermore, limitations of the current study were identified and, subsequently, recommendations for future research were made. It was recommended that future research include other aspects of the self-concept such as personal self-esteem and actual academic achievement, so as to determine the relationships between these and the variables examined in the current study. / Dissertation (Master of Arts)--University of Pretoria, 2010. / Psychology / unrestricted

The identification of reliable predictors of early academic achievement is imperative for the retention and graduation of all nursing students, and particularly underrepresented minority (URM) students. Students with a high sense of academic self-efficacy exhibit greater persistence and interest in their academic performance, a premise that led to this investigation of self-efficacy as a variable affecting early academic success among baccalaureate nursing students. The purpose of this study was to (a) to determine if a significant relationship existed between academic self-efficacy and successful progression for first semester baccalaureate nursing students in general and URM students specifically, (b) determine the predictive ability of academic self-efficacy on progression, and (c) determine if ethnicity moderates the predictive effect of self-efficacy. Self-efficacy theory, which is grounded in social cognitive theory, was the framework for this study. A cross-sectional, descriptive research design was employed utilizing the College Academic Self-Efficacy Survey (CASES). Correlational analysis and logistic regression were conducted to test the hypotheses. Demographic variables were analyzed regarding their relationship to academic self-efficacy. Although statistical analysis did not support any of the proposed hypotheses, a statistically significant relationship was demonstrated between academic self-efficacy and overall GPA, which, for this population, may have implications for retention. Age and transferring from a four-year institution were significant predictors of progression for this population. Although this study was limited by its lack of generalizability and small sample size, further research related to the effects of academic self-efficacy on academic success are warranted

Self-efficacy har beskrivits som en viktig faktor för hur människor handlar. Tron på den egna förmågan kan hjälpa individen att uppnå specifika mål eller färdigheter i alla möjliga domäner. Denna studie hade som syfte att undersöka om VFU samt kön var relaterade till hur studenterna skattade sin generella och akademiska self-efficacy. I studien deltog 122 studenter från tre olika högskole- och universitetsprogram genom att besvara en enkät, vilken innehöll General self-efficacy scale samt College academic self-efficacy scale. Datan analyserades med två tvåvägs ANOVA för oberoende mätningar. Resultatet visade att studenter utan VFU skattade sin akademiska self-efficacy högre än studenter med VFU och att båda variablerna, det vill säga kön och huruvida man haft VFU eller inte, interagerar med varandra i påverkan på vilken grad av akademisk self-efficacy man har. Intresset för vidare forskning inom ämnet self-efficacy diskuteras där studier inom mer specifika områden såsom självtilltro inför kommande arbetsliv i relation till vilken typ av högskole- och universitetsprogram man går.

Att i perioder känna sig stressad är en naturlig mänsklig respons. Däremot hanterar människor sin stress på olika sätt. Utifrån tidigare forskning inom stresshantering, också kallat coping, har den här studien urskilt tre övergripande copingstrategier: problemfokuserad, aktiv emotionell och undvikande emotionell. Syftet med studien var att undersöka relationerna mellan akademisk self-efficacy, akademisk kontroll-lokus och val av copingstrategier för att hantera stress kopplat till studier. I studien deltog 163 högskolestudenter på en högskola i Södermanland. Respondenterna svarade på en enkät som bestod av svenska översättningar av tre befintliga instrument. En korrelationsanalys och tre regressionsanalyser utfördes. Resultatet visade att kön inte har någon betydelse för studenternas val av copingstrategier. Akademisk kontroll-lokus och akademisk self-efficacy var av betydelse avseende undvikande emotionell och problemfokuserad coping, men enbart akademisk kontroll-lokus kan ses som en prediktor för dessa. Akademisk self-efficacy kunde ses som en prediktor för aktiv emotionell coping.

Studenter har visats må sämre än yrkesverksamma i samma ålder och utgör en stor del av befolkningen, vilket bidrar till vikten av att främja deras välbefinnande. Självmedkänsla och akademisk self-efficacy (ASE) har oberoende av varandra visat sig ha betydelse för studieprestationer och välbefinnande i tidigare forskning. Studien syftade därav till att undersöka relationerna mellan självmedkänsla, ASE och subjektivt välbefinnande hos universitetsstudenter. I studien deltog 172 studenter i åldrarna 20-51 år, varav 61.6% bestod av kvinnor. En enkät bestående av mätskalorna ASES, SCS-SF samt WHO-10 användes för insamling av data, vilka analyserades med korrelations- och multipel regressionsanalys. Studien har kunnat fylla en kunskapslucka då resultaten visade på positiva samband mellan självmedkänsla och ASE, samt mellan dessa variabler och subjektivt välbefinnande. Dessutom kunde självmedkänsla och ASE förklara 35% av variationen i välbefinnandet. Studien ger förslag till framtida forskning samt bidrar med värdefull och användbar kunskap med potential att främja studenters välbefinnande.