Academic self-efficacy and first-year college student performance and adjustment

被引:946
作者
Chemers, MM [1 ]
Hu, LT [1 ]
Garcia, BF [1 ]
机构
[1] Univ Calif Santa Cruz, Div Social Sci, Santa Cruz, CA 95064 USA
关键词
D O I
10.1037//0022-0663.93.1.55
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
A longitudinal study of 1st-year university student adjustment examined the effects of academic self-efficacy and optimism on students' academic performance, stress, health, and commitment to remain in school. Predictor variables (high school grade-point average, academic self-efficacy, and optimism) and moderator variables (academic expectations and self-perceived coping ability) were measured at the end of the first academic quarter and were related to classroom performance, personal adjustment, stress, and health, measured at the end of the school year. Academic self-efficacy and optimism were strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health, and overall satisfaction and commitment to remain in school. Observed relationships corresponded closely to the hypothesized model.
引用
收藏
页码:55 / 64
页数:10
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