A Look Beyond Cognitive Predictors of Academic Success: Understanding the Relationship Between Academic Self-Beliefs and Outcomes

Abstract

The purpose of this study was to examine the relationship between academic self-beliefs (i.e., self-efficacy and degree aspirations) with various academic outcomes. Based on previous findings, it was hypothesized that students with more positive academic self-beliefs would perform better in school. The results supported prior research as students with higher academic self-beliefs also had higher SAT scores, grades, and second-year retention rates. Students with more negative writing and math self-efficacy beliefs were more likely to state that they would desire help with improving those skills. Suggestions for those in college counseling positions to intervene and provide assistance are discussed.

(Mis)Labeled: The Challenge of Academic Capital Formation for Hmong American High School Students in an Urban Setting

“…Early research alludes to the Hmong community as having lacked the cultural capital to succeed in American higher education (Lee, 2007). College knowledge, defined as the information students need to apply to and attend college (Mattern & Shaw, 2010), may not be common knowledge that Hmong American students possess as most of these students come from families with little to no college experience and attend underserved schools that provide minimal college guidance. The 2011 CARE report found that a large proportion of AAPI-specifically Southeast Asians and Pacific Islanders-arrive on campuses "underprepared for college-level work, often as a result of growing up in poverty, attending low-performing schools, and being the first in their families to attend college" (p. 13).…”

The Impact of Hispanic-Serving Institutions (HSIs), Emerging HSIs, and Non-HSIs on Latina/o Academic Self-Concept

“…Several studies consistently document observable differences on self-ratings of academic self-concept at college entry between Latina/os and other racial/ ethnic groups (Contreras, 2005;Nuñez, 2009). Moreover, clear differences on entering academic self-concept between Latina/os and their peers are evident in certain disciplines, particularly in math (Brown & Leaper, 2010;Mattern & Shaw, 2010) and science (Hartman, Everson, Tobias, & Gourgey, 1996). Oseguera, Malcom, and Vega (2009) note that Latina/os are especially vulnerable to lower academic self-concepts because of their lower status position in American society, underrepresentation at many college campuses, and the disconnect between the cultural expectations at colleges and universities and their home cultures.…”

Impact of diagnosis threat on academic self-efficacy in mild traumatic brain injury

“…Self-efficacy beliefs can be predictive of achievement, but are not always an accurate reflection of true abilities, and students who lack self-efficacy in their skills may put forth less effort on tasks or quit more easily (Bandura, 1993(Bandura, , 1997Linnenbrick & Pintrich, 2003;Pintrich & Schunk, 1996;Schunk, 2003). Indeed, the impact of academic self-efficacy on future achievement has been well documented (Bandura et al, 1996;Britner & Pajares, 2006;Gore, 2006;Klassen, 2004;Lucio, Hunt, & Bornovalova, 2012;Mattern & Shaw, 2010;Robbins et al, 2004;Zuffiano et al, 2012). Additionally, a study on self-efficacy in community-dwelling individuals with a history of TBI found that the greatest contribution to global life self-satisfaction was self-efficacy beliefs (Cicerone & Azulay, 2007).…”