Abstract
The purpose of this study was to apply the College Self-Efficacy Inventory (CSEI) scale to measure the social and psychological factors on Indian students. The major research question of the study is to answer whether the CSEI scale fit the data. The sample of the study is 141 in BBA and B.Com (H) first year in affiliated college of Guru Gobind Singh Indraprastha University Delhi. Path analysis has been used in the study to examine the interrelationship between course-roommate-social self-efficacy. To analyse the data correlation, CFI, RMSEA, Cron bach alpha, regression weights, Durbin – Watson test etc. has been used. The study found affirmative steps in collecting validity evidence for the CSEI scale as well as found significant inter – relationship between course-roommate-social self-efficacy of Indian undergraduate students. It has been also found that CSEI scale can be used to measure college self- efficacy for the broader college experience of Indian students.
Highlights
The purpose of this study was to apply the College Self-Efficacy Inventory (CSEI) scale to measure the social and psychological factors on Indian students
The analysis shows that interrelationship between courses self -efficacy factor withroommate as well as social self- efficacy factor is positively strong
The current study concludes that the CSEI scale fit the data appropriately
Summary
The purpose of this study was to apply the College Self-Efficacy Inventory (CSEI) scale to measure the social and psychological factors on Indian students. The study found affirmative steps in collecting validity evidence for the CSEI scale as well as found significant inter - relationship between course-roommate-social self-efficacy of Indian undergraduate students. It has been found that CSEI scale can be used to measure college self- efficacy for the broader college experience of Indian students. One specific construct that has received considerable interest in the domain of college student adjustment is self-efficacy to organize and execute courses of action required to attain designated types of performances Self-efficacy, rooted in Bandura’s social-cognitive theory (Bandura, 1986), is related to a number of educational and psychological constructs. As stated by socio-cognitive theory, efficacy beliefs coupled with goal systems are able to strengthen motivation and performance through increasing effort or persistence (Bandura, 2001) and higher level of self-efficacy equates with embarking on higher levels of goals over time (Locke & Latham, 1990)
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