Sources of Self-Efficacy Influencing Academic Performance of Engineering Students

Jeanette Lyn Fung Choy

153 citations0/0 files storedAmerican Journal of Educational Research

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Education, Achievement, and Giftedness Career Development and Diversity Mathematics Education and Programs

Abstract

This study examined (a) the correlation of the four hypothesized sources of self-efficacy (mastery experience, vicarious experience, social persuasion, emotional arousal) with academic performance, and (b) the prediction of the main source of self-efficacy that affects academic performance. A 40-item survey measuring sources of mathematics self-efficacy was administered to 178 third-year engineering students. Academic performance, which includes mathematics module grades and cumulative grade point average (GPA) scores, were collated. The results of the present study showed that self-efficacy sources were correlated with mathematics achievement scores as well as cumulative GPA of electronics-related engineering diplomas. More importantly, mastery experience was found to be the main predictor for academic achievements of mathematics and related engineering modules. Finally, suggestions are offered to help curriculum developers in instructional design so as to improve students’ engineering academic performance.

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References

1999Self-Efficacy: The Exercise of Control 1977Self-efficacy: Toward a unifying theory of behavioral change.1978Self-efficacy: Toward a unifying theory of behavioral change 1996Self-Efficacy Beliefs in Academic Settings 2006Sources of science self-efficacy beliefs of middle school students 1986Self-efficacy in the prediction of academic performance and perceived career options.1984Relation of self-efficacy expectations to academic achievement and persistence.2007The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome

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