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

By Steven M. Elias, Scott R. Macdonald. 2007

251 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a24d989d94fc38c50c5471badca9c437cf2ae3de

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. E. Jansen
2. Antonio Bravo
3. B. Hannover
4. K. Hau
5. Da Zhou
6. Pingting Feng
7. Haifeng Luo
8. Xiaofeng Du

In Social Psychology

1. E. Jansen
2. Antonio Bravo
3. B. Hannover
4. K. Hau
5. Haifeng Luo
6. Xiaofeng Du
7. Serge Dupont
8. M. De Clercq

Citations in the corpus

• Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks (2018, background): “Students with strong academic self-efficacy beliefs believe that they are capable of overcoming barriers and academic goals in educational settings (Elias & MacDonald, 2007; Honicke & Broadbent, 2016).”
• The Influence of Involvement with Faculty and Mentoring on the Self-Efficacy and Academic Achievement of African American and Latino College Students. (2012, background): “Higher self-efficacy has been directly linked to higher grades for college students (e.g. Choi, 2005), even when ability levels (Kitsantas, Winsler & Huie, 2009) and past performance (Elias & MacDonald, 2007) were controlled.”
• Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety (2020, background): “Second, self-efficacy is strongly related to a person’s ability to reach educational goals within an academic context (Elias & MacDonald, 2007) and is a crucial factor for students’ academic achievement (Honicke & Broadbent, 2016; Skaalvik et al., 2015).”
• Transition from high school to university: a person-centered approach to academic achievement (2016, background): “The vast body of knowledge that has attempted to explain the impact of past performance on achievement (Allen et al. 2008; Elias and MacDonald 2007; Robbins et al. 2006) could be particularly relevant in understanding the adaptation of the poor-performer profile.”
• Achievement among first-year university students: an integrated and contextualised approach (2013, background): “Consistent with our assumption and previous research, self-efficacy appears to be a key predictor of performance in both compulsory (Schunk and Pajares 2005) and higher education (Elias and MacDonald 2007; Robbins et al. 2004).”