Sources of Self-Efficacy Influencing Academic Performance of Engineering Students
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This study examined (a) the correlation of the four hypothesized sources of self-efficacy (mastery experience, vicarious experience, social persuasion, emotional arousal) with academic performance, and (b) the prediction of the main source of self-efficacy that affects academic performance. A 40-item survey measuring sources of mathematics self-efficacy was administered to 178 third-year engineering students. Academic performance, which includes mathematics module grades and cumulative grade point average (GPA) scores, were collated. The results of the present study showed that self-efficacy sources were correlated with mathematics achievement scores as well as cumulative GPA of electronics-related engineering diplomas. More importantly, mastery experience was found to be the main predictor for academic achievements of mathematics and related engineering modules. Finally, suggestions are offered to help curriculum developers in instructional design so as to improve students’ engineering academic performance.
Subfields: Education, Experimental and Cognitive Psychology, Safety Research
View Paper: https://www.semanticscholar.org/paper/a95dc082d3562734a5b58a9638ef11ab8fdd2f0b
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Citations in the corpus
- The mediating role of career decision self-efficacy on the relationship of career emotional intelligence and self-esteem with career adaptability among university students (2021, result): “The results of this study are also in consonance with reports from other studies which found that CDSE significantly predicted career adaptability among youth, students of higher education institutions, as well as existing workers (Gadassi et al., 2013; Loo & Choy, 2013).”