Self‐efficacy and self‐concept as predictors of college students' academic performance

Social cognitive theory suggests that self-constructs are better predictors when the specificity levels of self-constructs (as predictors) and the criterion variable closely correspond. In this study it was examined whether self-constructs measured at an intermediate level of specificity better correspond with the criterion variable (course grades: an intermediate level of specificity) than general self-constructs or specific self-constructs. Self-constructs in this study included self-efficacy and self-concept at varying degrees of specificity: general self-efficacy, academic self-efficacy, specific self-efficacy, academic self-concept, and specific self-concept. College students (N = 230) in general education courses voluntarily completed the three self-efficacy measures and the two self-concept measures. Results of correlation and simultaneous multiple regression analyses indicated that the closer the level of specificity of self-efficacy and self-concept, the stronger the relationship between the two constructs. Both academic self-concept and specific self-concept were significant predictors of term grades. In addition, academic self-concept was also a significant predictor, whereas neither general self-efficacy nor academic self-efficacy was significant. Measurement issues and implications of the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 197–205, 2005.

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