Self-Efficacy, Stress, and Academic Success in College

By Anna Zajacova, S. Lynch, T. Espenshade. 2005

1,135 citations recorded by the source corpus.

This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success.

Subfields: Clinical Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e6f3ad2b0fa1b199e600cbfbe0ac9c134e20ca9c

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In Clinical Psychology

In Education

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Citations in the corpus

Structural linear relationships between job stress, burnout, physiological stress, and performance of construction project managers (2011, background): “When C-PMs suffer from job stress, in which there is a misfit between his /her actual working ability and the expectations from others, their task performance is affected, as self-ability is the key to achieving good task performance ( Zajacoya et al. , 2005”
Subjective well-being and academic achievement: A meta-analysis (2018, positive): “It is associated with lower stress (Zajacova, Lynch, & Espenshade, 2005), higher self-concept (Guay, Marsh, & Boivin, 2003), higher self-efficacy (Zajacova et al., 2005), and positive health behavior and health (Eide, Showalter, & Goldhaber, 2010; Sigfúsdóttir, Kristjánsson, & Allegrante, 2007).”
The Impact of Anti-Intellectualism Attitudes and Academic Self-Efficacy on Business Students’ Perceptions of Cheating (2009, background): “tasks as preparing for exams and writing essays (Zajacova et al., 2005).”
Interacting with limited mobility resources: Psychological range levels in electric vehicle use (2013, background): “Subjective competence and self-efficacy have been related to stress resistance (Bandura, 1977), notably the tendency to interpret demands as challenges rather than as threats (Zajacova et al., 2005).”
Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model (2012, result): “As reported in many studies (Metallidou & Vlachou, 2007; Wolters & Pintrich, 1998; Zajacova et al., 2005), self-efficacy and anxiety were important motivators of student success in this study.”
Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain (2018, result): “…yet still; the findings also support the empirical explanations of studies highlighting that people with higher self-efficacy are more better in handling academic challenges, coping with academic stress and better performers (McTigue et al., 2009; Zajacova et al., 2005; Zimmerman et al., 1992).”
Defining and Measuring Academic Success. (2015, background): “Zajacova et al. (2005) Academic Achievement First-year cumulative GPA, number of earned credits, and enrollment at the start of the second year.”
Executive Function Coaching for College Students with Learning Disabilities and ADHD: A New Approach for Fostering Self–Determination (2009, background): “…correlations be-tween students’ self-assessment of their competence in organizing and taking action to attain desired outcomes (Bandura, 1997) and their levels of academic success leading to persistence in undergraduate programs (Lane & Devonport, 2006; Zajacova, Lynch, & Espenshade, 2005).”
Factors Related to Financial Stress Among College Students (2014, positive): “Research has shown that self-efficacy is associated with a reduced likelihood of stress among college students (Zajacova, Lynch, & Espenshade, 2005) and is positively related to academic performance (Chemers, Hu, & Garcia, 2001; Zajacova et al., 2005).”
The Effects of Self-Efficacy on Academic Success of First-Generation College Sophomore Students (2010, methodology): “The CSEI was tested for validity and reliability in previous studies (Solberg et al., 1993; Solberg & Villareal, 1997; Zajacova et al., 2005).”
The Psychology of the Affirmed Learner: Spontaneous Self-Affirmation in the Face of Stress. (2016, background): “…growing numbers, Latino students are an increasingly important population in higher education in the United States (Liu, 2011; Santiago & Callan, 2010), and one that underperforms relative to their White and Asian peers (Espenshade & Radford, 2013; Owens & Massey, 2011; Zajacova et al., 2005).”
Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation (2014, background): “, 2007; Kitsantas & Zimmerman, 2009) and particularly translate into higher first-year college academic performance (Klomegah, 2007; Zajacova et al., 2005).”