The academic difficulties experienced by a majority of Navajo American Indian students are well documented. Past research has focused on a variety of internal and external factors which possibly explain some of these difficulties. Low levels of academic self-efficacy (ASE) has been identified as one of the factors possibly contributing to lower than expected rates of academic achievement and low post-secondary education retention rates in this population. This investigation sought to further define the component structures of ASE using theoretical structures postulated by Bandura (1977a, 1997), namely: past success, modeling, verbal persuasion, and emotional arousal. Information about grade point averages (GPA) and standardized achievement tests (IOWA Tests of Educational Development) were obtained for a sample of American Indian Students (N = 118) as a measure of past success. Three self-report measures were administered to the participants in the sample: The Career-Related Parental Support Scale-Verbal Encouragement scale (CRPSS-VE); and two measures created specifically for this study, The People I Know (to assess levels of exposure to appropriate academic models) and My feelings about School (to assess levels of emotional arousal centered on school). An additional pair of self-report measures was administered to this sample, the Self-in-School (SIS) and Academic Hardiness Scale (AHS), which sought to assess overall levels of ASE in each of the participants. Reliability and factor analyses were conducted to psychometrically examine the measures created for this study. Both were found to be highly reliable measures which load primarily onto one factor. Regression analyses were created to determine if the measures of the four components would predict totals on the two measures of overall ASE (the SIS and AHS). Results indicated that GPA, IOWA percentile rank scores, the CRPSS-VE and My Feelings about School were significant predictors of SIS totals in the regression models. Only The People I Know and My Feelings about School were significant predictors of AHS totals in the regression analyses. There was some evidence suggesting that the four components of ASE predicted overall reported levels of ASE. Implications of this study as well as possible future studies are outlined.

Bandura har postulerat fyra källor till akademisk self-efficacy vilka samtliga antas vara tämligen formbara. I tidigare studier har endast en viss del av variansen i akademisk self-efficacy kunnat förklaras genom dessa källor vilket föranleder fog till ytterligare forskning. Tidigare genomförda undersökningar som är indikerade att personlighet har ett samband med akademisk self-efficacy, men området är relativt bristfälligt studerat. Denna studie syftar till att studera Banduras föreslagna källor samt personlighet i enlighet med femfaktorteorins relation till akademisk self-efficacy. Studien utfördes genom en enkätundersökning, där 131 studenter besvarade frågor gällande Banduras föreslagna källor till akademisk self-efficacy, personlighet samt upplevd akademisk self-efficacy. Samtliga variabler i studien mättes med väletablerade instrument. En linjär multipel hierarkisk regressionsanalys utfördes och resultat bekräftar delvis Banduras teori. Dessutom påvisas att extraversion betydande predicerar akademisk self-efficacy. Således har teoribildning angående källor till self-efficacy utvecklats, vilket bland annat kan bidra till beslut om att inrikta fortsatt forskning inom området bör anta.

An ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the total number of students, parental consent was received to allow 9 boys and 7 girls to complete questionnaires. Data was analyzed by examining critical issues and comparing anecdotal records to a teacher interview and student questionnaires. Recurrent themes that materialized were: bullying, uniforms, discipline, competition, assessment, and exceptional students. Results showed that these core issues contributed to positive academic self-efficacy among students in this classroom in the context of the British educational system.

Student academic success is a primary concern for schools across the nation. Administrators, school counselors, teachers, and community leaders work together to increase success levels among students K-12. Various studies throughout history have sought to determine the many variables that contribute to academic success. The purpose of this study was to continue adding to the literature base in an effort to identify areas that could impact student academic success. In particular, this study examined whether academic self-efficacy, ethnic identity, sex, and socioeconomic status reliably predicted academic performance among students in Grades 6, 7, and 8. Using a non-experimental, quantitative design, this correlational research study explored the relationships of several variables (academic self-efficacy, ethnic identity, sex, and socioeconomic status) with academic performance of 6th, 7th, and 8th grade adolescents. Grade point averages and scores from the Mississippi Curriculum Test, Second Edition (MCT-2) were obtained from each student’s cumulative record. Students completed the Morgan-Jinks Student Efficacy Scale (Jinks & Morgan, 1999) and the Multigroup Ethnic Identity Measure (Phinney, 1999). Scores from these two assessments, grade point averages, and scores from the MCT-2 were entered into SPSS. After analyzing results with a multiple linear regression analysis, the researcher concluded that a final model, with the two variables of academic self-efficacy and sex, was statistically significant. The researcher concluded that academic self-efficacy and sex might act as buffers for the impact of ethnic identity and socioeconomic status on student academic performance. Results indicated that those students who had higher academic self-efficacy levels had higher grade point averages and MCT-2 levels. Furthermore, differences in sex also play a pertinent part in student academic performance, with girls demonstrating both higher grade point averages and MCT2 scores than boys. Using information gained from this study, school counselors may want to specifically address academic self-efficacy when working with students who are performing poorly academically. Classroom guidance, individual counseling, and small group counseling are the perfect avenues to specifically target this area with students. School counselors may also wish to host developmental workshops geared towards faculty, staff, and parents so that additional revisions can be made in other environments.

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The study examined the effects of formative assessment on community college students' content-specific vocabulary skills, academic achievement and academic self-efficacy. Sixty-one community college students who were enrolled in Developmental Psychology took part in formative assessment only (N = 24), formative assessment in conjunction with goal setting and self-monitoring (N = 19) or no formative assessment (N = 20). It was hypothesized that students who took part in formative assessment in conjunction with goal setting and self-monitoring would achieve higher content-specific vocabulary skills, academic achievement and academic self-efficacy from pretest to posttest when compared to students who took part in formative assessment only and no formative assessment. Findings indicated that students in both of the formative assessment groups had significantly higher content-specific vocabulary skills from pretest to posttest when compared to the control group. Implications for formative assessment practices with community college students and the lack of support for the hypotheses are discussed. / Educational Psychology

Under studietiden genomgår universitetsstudenter olika erfarenheter och utmaningar som kan vara berikande eller påfrestande, vilket utvecklar deras kunskaper och self-efficacy. Studiens syfte var att undersöka hur antalet lästa terminer kan påverka studenters akademiska self-efficacy, samt att utforska hur stress påverkar studenters akademiska self-efficacy och olika motivationstyper. En enkätstudie genomfördes, där 85 studenter från termin 2 och 80 från termin 8 deltog. Data analyserades med regressionsanalyser och korrelationstester. Resultaten visade att akademisk stress har negativ effekt på akademisk self-efficacy, däremot visade antalet lästa terminer ingen effekt. Dessutom hade akademisk stress en positiv effekt på yttre motivation och a-motivation men ingen effekt på inre motivation. Slutsatsen är att akademisk stress har en påverkan på studenter men ytterligare forskning behövs för att kunna undersöka hur akademisk self-efficacy kan utvecklas och påverkas hos alla studenter på lång sikt, då detta anses vara en viktig faktor som kan främja motivation och minska stress hos studenter.

This study investigates the impact of instructors' positive comments on academic resiliency and student performance. Not only is academic resiliency a stable trait, but we hypothesis that it may be induced or impeded; i.e. academic resiliency is malleable. The Academic Self-Efficacy Scale, Academic Locus of Control Scale, and the Academic Conscientiousness Scale were collected as covariates. It was predicted that participants randomly assigned to the positive teacher support condition would score better on the final exam and demonstrate increased academic resiliency compared to a baseline measure. Conversely, participants randomly assigned to the negative teacher support condition should do poorly on the exam and demonstrate reduced academic resiliency compared to a baseline measure. There were of73 undergraduate participants (13 male, 60 female) with a median age of 22 (SD=7 .19) recruited from a large Southeastern university students who were enrolled in two web-based courses.

This study examined academic self-efficacy, achievement motivation, and academic success among international graduate students at a large university in the southeastern United States. Specifically, the research focused on three dimensions of academic self-efficacy (i.e., English language self-efficacy, coursework self-efficacy, and social self-efficacy) and three dimensions of achievement motivation (i.e., intrinsic value, expectancy, and attainment utility) to determine their impact on academic success measured by academic satisfaction and academic achievement. Data were collected from 101 international graduate students who completed Questionnaire of English Self-Efficacy (QESE; Wang, 2004); the College Self-Efficacy Inventory (CSEI; Solberg et al., 1993); the Expectancy-Value Motivation Questionnaire (EVMQ; Hagemeier & Newton 2010); the Academic Life Satisfaction Scale (ALSS; Kumar & Dilip, 2005); and the Subjective Academic Achievement Scale (SAAS; Stadler, Kemper & Greiff, 2021). Findings reveal strong positive correlations among the dimensions of academic self-efficacy. Intrinsic motivation and attainment utility significantly predicted academic satisfaction, while expectancy beliefs were crucial for academic achievement. Coursework self-efficacy emerged as a significant predictor of both academic satisfaction and academic achievement, highlighting its importance. In contrast, social self-efficacy did not significantly impact academic outcomes. These results suggest that enhancing international students’ self-efficacy, especially in coursework and English language proficiency, can improve their academic satisfaction and achievement. The study highlights the complex roles of academic self-efficacy and achievement motivation in academic success, offering insights to encourage higher education stakeholders to better support international students and create a more inclusive educational environment.