Self-efficacy, stress, and academic success in college

Published

Journal Article (Review)

This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success. © 2005 Springer Science+Business Media, Inc.

Full Text

Duke Authors

Cited Authors

  • Zajacova, A; Lynch, SM; Espenshade, TJ

Published Date

  • September 1, 2005

Published In

Volume / Issue

  • 46 / 6

Start / End Page

  • 677 - 706

International Standard Serial Number (ISSN)

  • 0361-0365

Digital Object Identifier (DOI)

  • 10.1007/s11162-004-4139-z

Citation Source

  • Scopus