Using Past Performance, Proxy Efficacy, and Academic Self‐Efficacy to Predict College Performance

Abstract

This study examined the ability of prior academic performance, proxy efficacy, and academic self‐efficacy to predict college academic performance. Participants (N = 202) completed a modified version of the Teacher Collective Efficacy scale (Goddard, 2001), the Academic Self‐Efficacy scale (Elias & Loomis, 2000), and a demographic questionnaire. Prior performance was predictive of both academic self‐efficacy beliefs and college performance. Hierarchical regression analysis indicates that academic self‐efficacy beliefs explain a significant amount of unique variance beyond past performance in predicting college performance. Proxy efficacy did serve as a predictor of student academic self‐efficacy, but did not serve as a predictor of college performance. Implications for instructors, as well as for future research, are discussed.

Investigating Academic Self-efficacy of University Students in Terms of Socio-demographic Variables

“…As a matter of fact, this finding, which is an expected result for the relation between academic success and academic self-efficacy is in parallel with similar studies in the literature [9,10,21,23,33].…”

“…However, while some studies stated that academic self-efficacy causes academic success of the students [9,21,22], other studies claimed that academic success makes academic self-efficacy stronger [10,23]. If a student can perform a duty assigned to them without being overwhelmed, it might also mean that their academic motivation is also high.…”

Academic achievement in first-year university: who maintains their high school average?

“…Similarly, Wesley's (1994) sample reported a mean high school average of 91% and a mean first year university average of 73%. Elias and MacDonald's (2007) sample yielded a mean high school average of 82% and a cumulative mean university average of 68%. These studies validate a general decline in university GPAs from entering high school students.…”

Análisis del uso de cuestionarios en contabilidad financiera

“…Sin embargo, dicho trabajo presenta diferentes problemas metodológicos. Así, en el modelo propuesto en el mencionado trabajo, los autores no tienen en cuenta la habilidad individual previa del estudiante que, según Huon et al (2007), Elias y MacDonald (2007), Marcenaro y Navarro (2007) y Chamorro et al (2009), es uno de los factores que mejor explican el rendimiento académico que alcanza el estudiante en la universidad, lo que podría generar sesgos en los resultados obtenidos. A su vez, los autores eliminan de la muestra objeto de estudio los estudiantes matriculados en más de una ocasión en la asignatura de contabilidad financiera, lo que introduce sesgos al analizar el efecto grupo, pues en algunos grupos la tasa de repetidores alcanza aproximadamente el 19%, el 35% y el 57% de los estudiantes matriculados, lo que es bastante probable que repercuta al analizar el efecto de la calidad del grupo sobre el resultado académico obtenido por el estudiante, como se deduce de Ding y Lehrer (2007).…”