TY - JOUR
T1 - Threats or Opportunities That Undermine or Facilitate First-Year University Students’ Levels of Academic Self-Efficacy
AU - Zapata, Silvina Maria
AU - Onwuegbuzie, Anthony J.
N1 - Publisher Copyright:
© 2023, North American Business Press. All rights reserved.
PY - 2023/3/25
Y1 - 2023/3/25
N2 - University students experience new academic demands during their transition from school to college. This study explored variables that positively or negatively influence first-year university students’ levels of academic self-efficacy, providing insights into teachers’ practices and Higher Education Institutions. Data were collected at two points over the course of 6 months from a convenient sample of 311 students, and regression-based path analysis was undertaken using mediation and moderation analysis. The findings showed that positive emotions, negative emotional states, motivational processes, and internal states affect students’ academic performance, beliefs, and judgments of their academic self-efficacy. More specifically, the results revealed that students’ emotions, such as gratitude, negative emotional states, intrinsic motivation, perceptions of academic control, and motivational processes named obsessive and harmonious passion undermine or facilitate students’ academic self-efficacy levels. Limitations and recommendations for future research, as well as practical implications for counselors and teachers, leaders and administrators, and students, are discussed.
AB - University students experience new academic demands during their transition from school to college. This study explored variables that positively or negatively influence first-year university students’ levels of academic self-efficacy, providing insights into teachers’ practices and Higher Education Institutions. Data were collected at two points over the course of 6 months from a convenient sample of 311 students, and regression-based path analysis was undertaken using mediation and moderation analysis. The findings showed that positive emotions, negative emotional states, motivational processes, and internal states affect students’ academic performance, beliefs, and judgments of their academic self-efficacy. More specifically, the results revealed that students’ emotions, such as gratitude, negative emotional states, intrinsic motivation, perceptions of academic control, and motivational processes named obsessive and harmonious passion undermine or facilitate students’ academic self-efficacy levels. Limitations and recommendations for future research, as well as practical implications for counselors and teachers, leaders and administrators, and students, are discussed.
KW - academic self-efficacy
KW - gratitude
KW - intrinsic motivation
KW - negative emotional states
KW - passion
KW - perceptions of academic control
UR - http://www.scopus.com/inward/record.url?scp=85152363558&partnerID=8YFLogxK
U2 - 10.33423/jhetp.v23i5.5944
DO - 10.33423/jhetp.v23i5.5944
M3 - Article
AN - SCOPUS:85152363558
SN - 2158-3595
VL - 23
SP - 115
EP - 142
JO - Journal of Higher Education Theory and Practice
JF - Journal of Higher Education Theory and Practice
IS - 5
ER -