Lane, A. and Hall, R., University of Wolverhampton, United Kingdom
The present study aimed to investigate reciprocal relationships between self-efficacy and academic performance among students taking a research methods module. To develop a self-efficacy that assessed behaviors needed to deliver successful performance, 130 students were asked to describe behaviors perceived would be associated with success on the module. This lead to the development of a 44-item scale designed to assess self-efficacy toward achieving success on the module. In week 3, 113 Sport Studies students completed the 44-item self-efficacy questionnaire (self-efficacy 1). They also rated academic success in terms of percentage success (performance accomplishments 1). Weeks 3 and 4 involved students completing worksheets relevant to the assessment of the module (performance accomplishments 2). In week 7, students completed the 44-item self-efficacy questionnaire a second time (self-efficacy 2). Students handed the assignment for the module in week 8 (academic performance). There were 58 participants (Age: M = 20.23, SD = 4.21 years) with complete data sets. Structural equation modeling using EQS (V5, Bentler & Hu, 1995) was used to examine predictive paths among performance accomplishment 1, self- efficacy1, performance accomplishments 2, self-efficacy 2, and academic performance. Results show support for the hypothesized model (NFI = .950, CFI = 1.00). Significant relationships were evidenced for: Performance accomplishments 1 and self-efficacy 1 (r2 = .07, p <.05), self-efficacy 1 and performance accomplishments 2 (r2 = .25, p <.05). Self-efficacy 1 and Self-efficacy 2 (r2 = .43, p <.05). Self-efficacy 2 was the only significant predictor of academic performance (r2 = .17, p <.05). Findings indicate that self-efficacy predicts subsequent performance. In addition, findings show also that stronger self-efficacy and performance relationships are found when the self-efficacy is taken closer to the behaviors needed to deliver the performance. It is suggested that future research investigates the influence of intervention strategies designed to improve performance through increasing self-efficacy.