This study examined the association between self-efficacy and self-rated abilities in association with college students' adjustment and academic performance. Self-efficacy and self-rated abilities are constructs that developed within separate theoretical frameworks and are conceptualized in distinct ways, yet appear to have more similarities than differences. For example, both self-efficacy and self-rated abilities are independently conceptualized as self-beliefs that an individual has about his or her own ability. Both are theoretically and empirically associated with important career variables including college students' adjustment and academic performance. Significant positive associations between each of the study's variables were hypothesized.
A diverse sample of 271 full-time undergraduate college students with majors in the liberal arts participated in this study. One hundred seventy participants, representing 62% of the sample, completed the paper version of the study, while 101 participants, representing the remainder, completed the online version. In addition to a request for informed consent and release of records, participants completed the College Self-Efficacy Inventory, the Self-Estimates subscale of the Self-Directed Search, the Student Adaptation to College Questionnaire, and a demographic survey. No significant demographic or participatory differences were found for self-efficacy, self-rated ability, or adjustment scores.
Principal data analysis was conducted using correlational and regression analyses. Results support all five of the study's hypotheses. Significant positive associations were found between self-efficacy and self-rated abilities; between self-efficacy, self-rated abilities, and college students' adjustment; between self-efficacy, self-rated abilities, and college students' academic performance; and among all four constructs. Results also show that when self-efficacy and self-rated abilities were considered together, self-efficacy but not self-rated abilities made a significant positive contribution to adjustment and self-rated abilities but not self-efficacy made a significant positive contribution to college students' academic performance.
The results show a significant positive association between the constructs that varies in different combinations. As these constructs rarely, if ever, operate in isolation, this study makes a contribution by quantifying the degree of association between the constructs. It also provides information about each construct's degree of association with the others and suggests potential areas for theoretical convergence as well as implications for practice. Suggestions for future research are included.
|Advisor:||Fuertes, Jairo N.|
|School Location:||United States -- New York|
|Source:||DAI-A 70/06, Dissertation Abstracts International|
|Subjects:||School counseling, Educational psychology, Higher education|
|Keywords:||Academic performance, Adjustment, College students, Self-efficacy, Self-rated abilities, Vocational/career|
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