Self‐efficacy and self‐concept as predictors of college students' academic performance

By Namok Choi. 2005

504 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c54690584a4173b41f8b7fc8124eba0c6f736afd

How researchers see this paper

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

In Experimental and Cognitive Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “In particular, some studies have documented the impact of academic self-concept (self-efficacy in some cases) on college students’ academic achievement including cumulative GPA, term grade, course grade, and math performance (Choi 2005; Lent et al. 1997; Pajares & Miller 1994; Wood & Locke 1987).”
Measuring the Academic Self-Efficacy of First-year Accounting Students (2014, background): “Similarly, Choi (2005) reported no gender differences in academic self-efficacy for a sample of undergraduate education students.”
Family background and academic achievement: does self-efficacy mediate outcomes? (2010, background): “Such a finding is particularly interesting as researchers have typically argued more specific measures of self-efficacy are better predictors of outcomes compared to general self-efficacy (Bong and Skaalvik 2003; Choi 2005).”
Measuring Undergraduate Students' Engineering Self‐Efficacy: A Validation Study (2016, background): “When considering self-efficacy’s predictive power, researchers have emphasized the importance of both specificity and correspondence in measurement (Bandura, 2006; Choi, 2005).”
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.”
The Effects of Self-Efficacy on Academic Success of First-Generation College Sophomore Students (2010, background): “Many factors may influence students to be successful and persist in college or to leave, and among these are self-efficacy achievement (Choi, 2005; Pajares & Schunk, 2001), firstgeneration college status (Horn & Nunez, 2000; Ting, 2003), gender and ethnicity, and institutional characteristics such a”
Measuring basic needs satisfaction: Evaluating previous research and conducting new psychometric evaluations of the Basic Needs Satisfaction in General Scale (2010, unknown): “In fact, it is often discussed when creating motivation-related measures, such as self-efficacy and goal orientation (e.g., Bong, 2001; Choi, 2005; DeShon & Gillespie, 2005; Elliot, 2005; Finney, Pieper, & Barron, 2004; Finney & Schraw, 2003; Horvath, Scheu, & DeShon, 2004; Pajares, 1996; Pajares & ”
Comparison of Self-Beliefs for Predicting Student Motivation and Achievement (2012, background): “Whereas studies by Pajares and Miller ( 1994 ) and Pietsch, Walker, and Chapman ( 2003 ) demonstrated the stronger predictive utility of self-efficacy compared with that of self-concept within the same domain, Choi ( 2005 ) reported that academic self-concept was a better predictor of academic perfo”
Exploring the role of self-efficacy beliefs and learner success in English medium instruction (2019, background): “Specificity of self-beliefs and academic performance Self-beliefs become stronger predictors of behavior as they become more specific (Bandura 1997; Choi 2005; Bong et al. 2012).”
Academic self-efficacy and academic self-concept: Reconsidering structural relationships (2009, background): “However, such studies are rare (e.g., Bandalos et al., 1995; Choi, 2005; Lent et al., 1997; Pajares & Miller, 1994).”
School Belonging, Educational Aspirations, and Academic Self-Efficacy among African American Male High School Students: Implications for School Counselors (2008, background): “Choi (2005) found that high levels of academic selfefficacy are positively related to academic performance, and others have documented the importance of perceived confidence in initiating and sustaining motivation and achievement-oriented behavior (Bandura, 1993; Pajares & Miller, 1994).”
Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance (2010, background): “Other authors (e.g., Bong and Skaalvik 2003; Choi 2005) argue that a decision regarding the level of specificity at which academic self-efficacy should be”
The relationship of academic self-efficacy to class participation and exam performance (2011, background): “As mentioned previously, other research has found that more specific measures of self-efficacy better predict outcomes than more general ones (Choi 2005).”
Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments (2010, unknown): “These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance (Bong, 2004; Caraway, Tucker, Reinke, & Hall, 2003; Chemers, Hu, & Garcia, 2001; Choi, 2005; Smith, Sinclair, & Chapman, 2001; Vrugt, Oort, & Zeeberg, 2002).”