College self-efficacy and academic performance in Mexican American undergraduates
Description
Grounded in Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994, 2000), the current study examines environmental and person-cognitive variables as predictors of academic performance among a sample of 194 Mexican American undergraduate students. Specifically, this study used multiple regression analysis to test the associations between college self-efficacy (course self-efficacy and social self-efficacy), proximal contextual influences (campus climate and cultural fit), and gender on the academic performance (self reported grade point average, GPA). Results indicated that course self-efficacy was a significant predictor of academic performance for Mexican American undergraduate students. In addition, social self-efficacy, positive perceptions of the campus climate, and cultural fit were associated with high self-efficacy. This study contributes to our knowledge of college student development in general, and academic attainment among Mexican Americans specifically. Practice and research recommendations are discussed.
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2017
Agent
- Author (aut): Arévalo Avalos, Marvyn R
- Thesis advisor (ths): Spanierman, Lisa B
- Committee member: Flores, Lisa Y
- Committee member: Tracey, Terence
- Publisher (pbl): Arizona State University