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The relationship of academic self-efficacy to class participation and exam performance

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Abstract

This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three levels of academic self-efficacy: high (n = 34), medium (n = 91), and low (n = 40). Results indicated that high, medium, and low academic self-efficacy all significantly predicted levels of student participation and exam performance, but the directionality of group placement on the academic measures was different for students at the high self-efficacy level versus those at the low and mid self-efficacy levels. Cluster analysis was also used to divide students into high, medium, and low grade-point average (GPA). These groups did not differ significantly on either self-efficacy or class participation but did differ on exam performance. Within GPA levels, self-efficacy was most strongly related to class participation and exam performance at the highest level of GPA and least related at the lowest level of GPA.

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Authors and Affiliations

  1. Department of Educational Psychology and Counseling, The University of Tennessee, Knoxville, TN, 37996, USA

    Charles E. Galyon, Carolyn A. Blondin, Jared S. Yaw, Meagan L. Nalls & Robert L. Williams

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  1. Charles E. Galyon
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  2. Carolyn A. Blondin
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  3. Jared S. Yaw
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  4. Meagan L. Nalls
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  5. Robert L. Williams
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Correspondence to Charles E. Galyon.

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Galyon, C.E., Blondin, C.A., Yaw, J.S. et al. The relationship of academic self-efficacy to class participation and exam performance. Soc Psychol Educ 15, 233–249 (2012). https://doi.org/10.1007/s11218-011-9175-x

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  • DOI: https://doi.org/10.1007/s11218-011-9175-x

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