Relationship between academic self-efficacy, performance and anxious and depressive symptoms in emerging adult college students

Ana Gutiérrez García,María Landeros Velazquez

doi:10.18800/educacion.202002.005

Abstract

The objective of the present investigation was to explore the levels of academic self-efficacy and their relationship with performance, anxiety and depression in a sample of emerging university adults. 114 students between 17 and 30 years of age (SD = 2.12), answered the in the Academic Behavior Self-efficacy Scale, the Diagnostic Questionnaire for Depressive Disorders and an Anxiety Inventory. For academic performance, the average grade for high school education, the university entrance exam and the first semester of university were considered. The analysis of the measurement of the levels of each of these variables and their correlation, indicated that the respondents who had low academic self-efficacy when entering university, had the lowest academic performance during high school and a high level of anxiety upon entering university without symptoms of depression.

Highlights

IntroductionEmerging adulthood comprises the stage of transition between adolescence and young adulthood (approximately between 18 and 29 years of age), which coincides with the entry of young people into higher education (Arnett, 2016)
Emerging adulthood comprises the stage of transition between adolescence and young adulthood, which coincides with the entry of young people into higher education (Arnett, 2016)
The present study was aimed at measuring the levels of self-efficacy, academic performance, anxiety and depression in students who recently entered university in order to determine a possible relationship of these variables that determines the nature of their transition to higher education

Summary

Introduction

Emerging adulthood comprises the stage of transition between adolescence and young adulthood (approximately between 18 and 29 years of age), which coincides with the entry of young people into higher education (Arnett, 2016). The changes that are produced during this stage, together with the increase in academic demands, can hinder the successful adaptation of emerging adults to the university, and can generate high levels of stress, dissatisfaction or low academic performance (Arnett, Žukauskienė, & Sugimura, 2014). Factors such as self-efficacy are relevant in facing this transition stage (Krypel & King, 2010). Self-efficacy is an important cognitive mediator of performance

Results

Discussion

Conclusion