Behind the Belief: Understanding Academic Self-Efficacy in Undergraduates

Academic self-efficacy is a key to one’s success in college. The belief that you are capable and have the tools to do well predicts how well college students progress throughout their academic and future professional endeavors. When students harness the belief that they can successfully accomplish scholarly tasks, they tend to outperform those who score lower in academic self-efficacy by persisting during academic hardships and earning better grades. The present study examined predictor variables of academic self-efficacy in college students. It was hypothesized that students with greater belongingness, life satisfaction, Openness to Experience, and Conscientiousness would demonstrate higher levels of academic self-efficacy. Individual differences such as sleep quality, high school G.P.A., and first-generation student status were also investigated. A sample of 101 undergraduate students were assessed, and a hierarchical regression analysis was conducted using three blocks of the predictor variables. All models were found to be statistically significant. More specifically, students’ sleep quality and levels of Conscientiousness, added in block two, significantly predicted academic self-efficacy. The subjective quality of feeling well-rested may help students feel more capable of handling schoolwork. Likewise, students who subjectively feel more well-rested may feel more mentally sharp, thus enhancing their belief that they can succeed in college. Individuals who are more Conscientious are more organized, punctual, and detail oriented, and are more likely to receive positive feedback from the college environment that they are competent and self-directed. Understanding the variables that predict academic self-efficacy aids in promoting academic success and longevity.