scholarly journals Self-Efficacy Beliefs of University Students: Examining Factor Validity and Measurement Invariance of the New Academic Self-Efficacy Scale

2022 ◽  
Vol 12 ◽  
Author(s):  
Andrea Greco ◽  
Chiara Annovazzi ◽  
Nicola Palena ◽  
Elisabetta Camussi ◽  
Germano Rossi ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Academic Success ◽  
University Students ◽  
Measurement Invariance ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Academic Experiences ◽  
Academic Tasks ◽  
Academic Self Efficacy

Academic self-efficacy beliefs influence students’ academic and career choices, as well as motivational factors and learning strategies promoting effective academic success. Nevertheless, few studies have focused on the academic self-efficacy of university students in comparison to students at other levels. Furthermore, extant measures present several limitations. The first aim of this study was to develop a reliable and valid scale assessing university students’ self-efficacy beliefs in managing academic tasks. The second aim was to investigate differences in academic self-efficacy due to gender, years of enrollment, and student status. The study involved 831 students (age M = 21.09 years; SD = 1.34 years; 66.3% women) enrolled in undergraduate programs. Indicators of academic experiences and performance (i.e., number of exams passed and average exam rating) were collected. A new scale measuring students’ academic self-efficacy beliefs was administered. Results from a preliminary Exploratory Factor Analysis were consistently supported by findings from a Confirmatory Factor Analysis. Multigroup CFA supported the presence of measurement invariance. Analyses revealed that the new scale has eight factors: “Planning Academic Activities,” “Learning Strategies,” “Information Retrieval,” “Working in Groups,” “Management of Relationships with Teachers,” “Managing Lessons,” “Stress Management,” and “Thesis Work.” Self-efficacy dimensions showed significant relations with academic experiences and students’ performance indicators, as well as differences due to gender, years of enrollment, and student status. Findings are discussed in terms of practical implications for the implementation of intervention programs aimed at fostering self-efficacy beliefs and academic success.

scholarly journals Parenting Styles and Academic Self-Efficacy Beliefs of Omani School and University Students

2020 ◽  
Vol 10 (9) ◽  
pp. 229
Author(s):  
Said S. Aldhafri ◽  
Marwa N. Alrajhi ◽  
Hussain A. Alkharusi ◽  
Ibrahim S. Al-Harthy ◽  
Hafidha S. Al-Barashdi ◽  
...  
Keyword(s):  
University Students ◽  
Parenting Styles ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Academic Efficacy ◽  
School Students ◽  
Large Sets ◽  
Parental Authority Questionnaire ◽  
The University ◽  
Academic Self Efficacy

The present study examined the predictive role of students’ perceptions of parenting styles on their academic efficacy beliefs. This relationship was examined using two large sets of national data that were collected from school and university students to see how the relationship between parenting styles and academic efficacy beliefs may or may not vary across life stages. The sample included 1431 school students and 1119 university students cross the Sultanate of Oman. The participants responded to the Arabic version of the Parental Authority Questionnaire (PAQ) and to the Academic Self-Efficacy Scale (ASES) constructed by the researchers. Using linear regression model for each sample, the results showed that the amount of variance in school students’ academic self-efficacy beliefs explained by parenting styles (R2 adjusted = 0.21) was higher than the amount of variance explained for the university sample (R2 adjusted = 0.10). The researchers concluded that the effects of parenting styles on students’ self-efficacy beliefs decrease as children grow up.

scholarly journals The Impact of Learning Strategies and Future Orientation on Academic Success: The Moderating Role of Academic Self-Efficacy among Italian Undergraduate Students

2020 ◽  
Vol 10 (5) ◽  
pp. 134
Author(s):  
Greta Mazzetti ◽  
Alessio Paolucci ◽  
Dina Guglielmi ◽  
Ira Vannini
Keyword(s):  
Academic Success ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Future Orientation ◽  
Time Lag ◽  
Grade Point ◽  
The Impact ◽  
The Relationship ◽  
Academic Self Efficacy

Promoting academic success among undergraduate students is crucial for tackling the need to foster employability competencies. Low levels of academic attainment in higher education, along with the increasing number of persons participating in tertiary education, represent crucial trends, which need to be studied in order to develop efficient retention practices. The current study aimed to investigate the relationship between relevant factors that can foster academic success: learning strategies, future orientation, and academic self-efficacy. To this purpose, a longitudinal study was performed on a sample of N = 87 undergraduate students from one of the largest Italian universities (63.4% males, 74.2% enrolled in the first year). Participants filled in an online questionnaire at two different time points, with a time lag of 12 months. Results of a moderated mediation model indicated that the relationship between learning strategies at Time 1 (T1) and Grade Point Average (GPA) at Time 2 (T2) was mediated by students’ future orientation. Moreover, this association was moderated by T1 academic self-efficacy. These results suggest that learning strategies positively influence GPA through an enhanced future orientation, in particular when students report high or medium levels of self-efficacy. The current findings invite a thorough review of training interventions for improving academic achievement.

scholarly journals Difficulty in Writing Perceived by University Students: A Comparison of Inaccurate Writers with and without Diagnostic Certification

Children ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 88
Author(s):  
Chiara Malagoli ◽  
Mirella Zanobini ◽  
Carlo Chiorri ◽  
Lucia Bigozzi
Keyword(s):  
Learning Disabilities ◽  
Academic Success ◽  
Self Efficacy ◽  
Articulatory Suppression ◽  
Standard Condition ◽  
Total Sample ◽  
Efficacy Beliefs ◽  
The Self ◽  
Learning Domains ◽  
Academic Self Efficacy

Research has shown that academic success is strongly associated with positive academic self-efficacy beliefs and that individuals with learning disabilities (LDs) usually report a lower perception of competence than their peers in most learning domains. The aim of this study was two-fold: (1) To compare the performance of inaccurate writers who were not diagnosed with an LD with that of students who were diagnosed with an LD, in order to identify which tasks were the most challenging for individuals with LDs, and (2) to investigate whether inaccurate writers with and without a diagnosis differ in terms of self-perceived difficulties. Two groups were selected from a total sample of 639 students attending seven Italian universities: The first group included 48 participants (24 females) with scores on writing tasks below the 5th percentile, and the second included 51 participants (24 females) who were diagnosed with an LD. The results showed that the two groups significantly differed in the articulatory suppression condition tasks, but not in the standard condition tasks. When groups were matched for performance on writing tasks, students who were diagnosed with an LD reported significantly more perceived difficulties than students without an LD. The implications of these results in terms of the self-efficacy beliefs of students with an LD are discussed.

scholarly journals Understanding procrastination: A case of a study skills course

2021 ◽  
Author(s):  
T. Hailikari ◽  
N. Katajavuori ◽  
H. Asikainen
Keyword(s):  
Academic Success ◽  
Time Management ◽  
Self Efficacy ◽  
Study Skills ◽  
Psychological Flexibility ◽  
Well Being ◽  
Management Skills ◽  
Study Skills Course ◽  
Being There ◽  
Academic Self Efficacy

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

Emotional Intelligence as the Subject of Studying Metacognitive Processes in Universities

2021 ◽  
pp. 89-100
Author(s):  
Marina Vladimirovna Melnichuk ◽  
◽  
Marina Anatolievna Belogash ◽  
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
University Students ◽  
Learning Strategies ◽  
Cognitive Skills ◽  
Cognitive Task ◽  
Emotional Awareness ◽  
Emotional States ◽  
Metacognitive Skills ◽  
Metacognitive Processes

In the context of modern digital transformation of all aspects of the socioeconomic environment, training university students for analytical processing of increasing inflows of data and dealing with complex cognitive tasks driven by metacognition has become of particular importance. The research is aimed to review the structure of metacognitive processing, the development factors of metacognitive skills, the relation of metacognitive skills to emotional and cognitive skills, and to determine their role in the achievement of academic success of university students. Methodology. The research is undertaken on the basis of theoretical investigation and comprehensive analysis of theoretical conceptualization of intelligence. The authors have researched the derivation of metacognition, the structure of self-regulating metacognitive processes and their interaction with cognitive and affective processes. The research findings confirm that the metacognitive experience provides self-reflection, emotional awareness of feelings, estimating relationships between emotional states and the degree of implementation or attainability of a cognitive task. The authors conclude that emotional intelligence is manifested in metacognitive skills and predicts academic success. Also, teaching and learning strategies are required to be refined taking into account the development of emotional and metacognitive skills of university students.

Stop, Drop, or Enroll? How Ability Beliefs Are Associated With College-Going Among Black Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Kelly A. Minor ◽  
Charity Brown Griffin ◽  
Aprile D. Benner
Keyword(s):  
Youth Development ◽  
Black Males ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
School Level ◽  
Academic Press ◽  
Academic Preparedness ◽  
Black Male Students ◽  
College Going ◽  
Academic Self Efficacy

High educational attainment is associated with beneficial outcomes for both individuals and society; however, Black males are underrepresented among college students. This study drew on a positive youth development (PYD) perspective to investigate the role of academic self-efficacy beliefs (a malleable strength) in predicting academic preparedness (a measure of PYD) and how academic preparedness, in turn, was associated with immediate postsecondary enrollment. We also investigated a school-level measure of climate—academic press—as a moderator. Our study’s sample of Black male students was drawn from the Education Longitudinal Study (ELS) of 2002 and used three waves of ELS data. We found significant direct and indirect (through academic preparedness) effects of academic self-efficacy beliefs on college enrollment, and the findings indicated no differences in indirect relationships based on academic press. We discuss recommendations for future studies and the practice of school counseling.

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