Self-Efficacy: How Does It Influence Academic Success?

• Published in: Adult learning (Washington, D.C.) D.C.), 2003-06, Vol.14 (3), p.14-16
• Main Author: Golden, Sandra
• Format: Magazinearticle
• Language: English
• Subjects: Academic achievement; Adult Basic Education; Analysis; College Preparation; College students; Educational aspects; Educational Development; Educational Strategies; Equivalency tests; Equivalency tests (Education); Forecasts and trends; High school equivalency; High school equivalency certificates; High school equivalency programs; High school graduates; Higher education; Learning; Literacy Education; Market trend/market analysis; Self efficacy; Self-efficacy (Psychology); Undergraduate Students; Veterans
• ISSN: 1045-1595; 2162-4070
• DOI: 10.1177/104515950301400305

Thus, their diversity brings a much richer and lived experience to the classroom, as opposed to high school graduates; however, they may not be as prepared for college as are high school graduates who are exposed to college preparatory courses and career and vocational guidance in secondary education (Golden). A study conducted by Sheehan-Holt and Smith (2000) indicated that although participation in ABE classes improves adults' personal goals of obtaining their GED, communicating more effectively with their children, and reading the Bible, these goals do not necessarily improve their literacy abilities in a way that benefits the broader social context of becoming productive citizens. Many must learn how to navigate on a college campus, learn how to balance school, work, and family, develop time management skills, build a network and support system within the college community, and maintain rigorous academic standards to remain in college.