Abstract
Academic self-efficacy has been linked
to the context of student academic skill sets and belief in mastering their
academic subjects which has been suggested to be a significant predictor of
academic performance. The goal of our study is to help identify the relative
impact of various college student characteristics such as academic behaviors
(i.e.: number of incomplete grades or academic withdrawals taken, hours of
studying), and pre-existing personality traits (i.e.: grit and coping styles)
upon academic self-efficacy dimensions. One hundred college students were
surveyed, and results showed that active coping and perseverance of effort,
which is a component of grit, had the largest effect on all dimensions of
academic self-efficacy. We also discuss how students who seek an increasing
amount of incomplete grades or academic withdrawals during their academic
career can have a significant reduction of school-work-life balance. Based on
our findings and existing research, we discuss providing limits to the number
of incomplete grades and withdrawals an undergraduate student can request
during the length of their academic career along with counseling
recommendations for incoming college students to aid them in developing high
academic self-efficacy.
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