Abstract
The study assessed the academic self-efficacy of newly enrolled undergraduate students attending a higher education institution in South Africa (n = 315, females = 53.6%). Data were collected using the students enrolled for science related majors. An existing Academic Behavioural Confidence scale (ABC) was used to measure the academic self-efficacy of the students. Academic self-efficacy varied by degree programs, with those taking the natural sciences showing higher academic behavioural confidence than those taking other science oriented programmes. The aspects in which the students differed significantly were: preparing thoroughly for lessons; following the sequence of a lesson; managing workload to meet course deadlines; making presentations to fellow students; producing good work when completing assignments; and writing in an appropriate academic style. Academic behavioural confidence influenced students perception of the demands of tertiary education.
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