Abstract
The relationship between language differences and perceived self-efficacy was examined for two different classes (ns = 89 and 66) of a linguistically diverse nursing student population. Sherer, et al.'s General Self-efficacy Scale was factor analyzed, producing two factors (subscales) labeled Tendency to Avoid/Give Up and Tendency to Persist. Students who were nonprimary speakers of English were more likely to avoid difficult tasks or give up because they believed they would fail than those students who were primary speakers of English. There were no significant differences between the groups on Tendency to Persist. Also, students' class level in the program was not related to self-efficacy.
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