A Look Beyond Cognitive Predictors of Academic Success: Understanding the Relationship Between Academic Self-Beliefs and Outcomes

The purpose of this study was to examine the relationship between academic self-beliefs (i.e., self-efficacy and degree aspirations) with various academic outcomes. Based on previous findings, it was hypothesized that students with more positive academic self-beliefs would perform better in school....

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Bibliographic Details
Published in:Journal of college student development 2010-11, Vol.51 (6), p.665-678
Main Authors: Mattern, Krista D, Shaw, Emily J
Format: Article
Language:English
Subjects:
Academic Ability
Academic Achievement
Academic Advising
Academic Aspiration
Academic Persistence
Behavior
Beliefs
College Entrance Examinations
College Students
Correlation
Counseling
Education
Elementary education
Grade Point Average
Grades (Scholastic)
Learning
Learning outcomes
Mathematics Achievement
Predictor Variables
Questionnaires
SAT assessment
Self Concept
Self Efficacy
Skills
Standard deviation
Standardized Tests
Statistical methods
Student Characteristics
Studies
Task analysis
Writing Skills
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Summary:The purpose of this study was to examine the relationship between academic self-beliefs (i.e., self-efficacy and degree aspirations) with various academic outcomes. Based on previous findings, it was hypothesized that students with more positive academic self-beliefs would perform better in school. The results supported prior research as students with higher academic self-beliefs also had higher SAT scores, grades, and second-year retention rates. Students with more negative writing and math self-efficacy beliefs were more likely to state that they would desire help with improving those skills. Suggestions for those in college counseling positions to intervene and provide assistance are discussed. (Contains 6 tables.)
ISSN:0897-5264
1543-3382
1543-3382
DOI:10.1353/csd.2010.0017