Abstract
A growing body of literature supports the relationship between students’ self-efficacy beliefs for academic tasks and milestones and their academic performance. Not surprisingly, some researchers have investigated the role that academic self-efficacy beliefs play in predicting college success. Two incremental validity studies were conducted to determine the extent to which academic self-efficacy beliefs could account for variance in college outcomes beyond that accounted for by standardized test scores. Results suggest that academic self-efficacy beliefs predict college outcomes but that this relationship is dependent on when efficacy beliefs are measured, the types of efficacy beliefs measured, and the nature of the criteria used.
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