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Exploring Factors Associated with Academic Self-Efficacy

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dc.contributor.author DeLeon, Rickki Daniel
dc.date.accessioned 2022-06-22T16:30:36Z
dc.date.available 2022-06-22T16:30:36Z
dc.identifier.uri http://hdl.handle.net/20.500.12262/255
dc.description.abstract ABSTRACT Academic self-efficacy (ASE) is the level of confidence one has in his or her ability to meet academic goals. Research has demonstrated the significance of ASE to performance; however, many university students lack ASE, thereby hindering their performance. This study provides information regarding factors that facilitate ASE, which in turn support achievement. The factors explored were performance accomplishments (PA), educator support, support from family and friends and vicarious learning via academic role-models. This study found no significant relationship between ASE and PA. However, results yielded a significant correlation between ASE and educator support as well as between ASE and support from family and friends. Finally, this study found no significant relationship between ASE and academic role-models. Ultimately, ASE is influenced by the amount of support students perceive to have available to them but is not contingent upon historical factors, such as prior experience, nor is ASE significantly influenced by their family’s academic experiences.
dc.title Exploring Factors Associated with Academic Self-Efficacy
dc.date.updated 2020-07-31T10:01:19Z
dc.language.rfc3066 en


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