Self‐efficacy and self‐concept as predictors of college students' academic performance

Abstract

AbstractSocial cognitive theory suggests that self‐constructs are better predictors when the specificity levels of self‐constructs (as predictors) and the criterion variable closely correspond. In this study it was examined whether self‐constructs measured at an intermediate level of specificity better correspond with the criterion variable (course grades: an intermediate level of specificity) than general self‐constructs or specific self‐constructs. Self‐constructs in this study included self‐efficacy and self‐concept at varying degrees of specificity: general self‐efficacy, academic self‐efficacy, specific self‐efficacy, academic self‐concept, and specific self‐concept. College students (N = 230) in general education courses voluntarily completed the three self‐efficacy measures and the two self‐concept measures. Results of correlation and simultaneous multiple regression analyses indicated that the closer the level of specificity of self‐efficacy and self‐concept, the stronger the relationship between the two constructs. Both academic self‐concept and specific self‐concept were significant predictors of term grades. In addition, academic self‐concept was also a significant predictor, whereas neither general self‐efficacy nor academic self‐efficacy was significant. Measurement issues and implications of the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 197–205, 2005.