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Previous literature on self-efficacy and student performance
Importance of good academic performance
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Introduction
Academic Achievement
Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy, science, history). Therefore, academic achievement should be considered to be a multifaceted construct that comprises different domains of learning. Much research in recent years has focused on identifying the key factors in the student characteristics that promotes academic success. Qualities such as psychological needs and social skills, namely self-efficacy, motivation, attitudes and behavior, academic competency, communication skills, collaboration, cooperation, and team capabilities are important for the student in the medical programme. Students who possess these skills are able to work effectively with others and managed their studies efficiently.
Academic Competency
Academic competence is associated with students'
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Through the many pressures and daunting responsibilities of being a student, one learns and understands the importance of having a high self-efficacy in college. Having one's academic achievement meet one's academic expectations and desires is a major key to most college students' self-efficacy. Having a high self-efficacy has many positive effects and benefits, especially among college students. On the other hand, college students with a low self-efficacy tend to be unhappy, less sociable and are more vulnerable to depression, which are all correlated with lower academic
Bandura A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Learning process requires time, dedication, and self-discipline. There is not an easy way to succeed in college. Instead, there are instructors who offer support to students, encouraging them to succeed. Learning from instructors’ feedback, students are
In college students must learn how to manage their time, organize their schedule that meets their college and personal duties, how to be resourceful, and how to interact with people whom they never met. Before college, a variety of students already learned how to accomplish these skills, but only a few of these students are fully responsible for themselves before leaving their home. Students who are dependent are most likely to have been helped by their parents who took an overprotective or extreme interest in the life of their children. Many students do not get the help they need to become independent and being overwhelmed may lead a student to commit suicide, fail, or even drop out during college. If a student fails, his or her self-esteem can be permanently damage, and the consequences can effect an entire lifetime. Students must receive more helped by college administrators and professors and influence them to self-mange better. It is understandable that some people do not want colleges to help more because they want the students to do mista...
In “Choosing Success in College and Life”, Carol Kanar exposes students to the foundational skills that they will need to develop in order to be successful in the college setting. Effective interpersonal skills and understanding that people are the biggest resource can be two of the biggest factors in how a student assimilates to campus life. Students can be intimidated by all of the offices and professional titles that surround them when entering this new surrounding. It is important that students understand that their desire to succeed is met by college professionals’ mutual desire to see the same. The blueprint for this success should first begin with the students’ inner belief in themselves. Second, the student should familiarize themselves with all that the college has to offer by way of various supportive offices, support groups, and clubs. Finally, the students should begin to set scholastic, life, and financial goals for themselves.
If a student is successful in a mastery experience it builds their self-efficacy, however if they fail and have a negative experience it can deter from their individual self-efficacy as well. Vicarious experiences are experiences that are associated with the observation of the people, referred to in the theory as “models”, which surround them such as, parents, peers, relatives, teachers, administrators, and mentors. The more that students identify with the models observed, the greater the model’s influence can have on their perceived self-efficacy. The third stage of self-efficacy is social persuasion. Social persuasion has the potential to reinforce a learners’ self-efficacy in a particular area when they have suffered a temporary setback (Bandura, 1994). Juxtapose, social persuasion can be detrimental to student success when students believe that their role models are not supportive of them or that they do not have confidence in them and their goals. This lack of confidence can have after effects such as students being less likely to pursue their goals thus resulting in low self-efficacy, which can lower academic performance. The final stage of
Each year in the United States a significant number of students apply for Medical schools. Hoping to become physicians in the many fields’ of practices that are offered. Medical schools are expensive and the standards are at high level of intelligence. To become a medical student one must be ready to approach learning with high admiration. But there are many issues at the forefront of Medical schools, and students are confronted with complicated problems. For example, the issue of medical residents becoming unionized, and sexual harassment against female physicians, and let’s not forget the high cost of education. Also with intense training, and teaching, some medical students face the dilemma of anxiety and stress. According to Greenberg (2013), in 2006 Mayo Clinic implemented a study indicating that students enter medical school with mental health profiles similar to their peers from college. “But they begin to show
Determining college readiness is an essential part in determining who will qualify as a good candidate for admission into a college or a university. The last thing that colleges want is for students to qualify for admission and drop out, this affects drop out rate and graduation rate. According Robin Chait and Andrea Venezia (2009),
Self-efficacy is the belief that someone has the inherent ability to achieve a goal. A student who has a high self-efficacy allows himself to believe that he can be successfully academically.(Bozo & Flint, 2008) He believes that a challenging problem is a task that can be mastered This student is more committed to work in the classroom. (Schunk,1991). On the other hand, a student who has a low level of self-efficacy is likely to be academically motivated. He is more likely to avoid a task that is difficult, give up, make excuses, or lose confidence in his abilities (Margolis & McCabe, 2006). This failure becomes a self-fulfilling prophecy. Teachers need to find ways to motivate these students by increasing their self-efficacy.
Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, pp191-215.
Academic success is becoming increasingly important in today’s society because most occupations now require a degree of some kind before a job applicant will even be considered. For that reason, academic performance has a considerable impact on a student’s life and whether or not he or she is able to accomplish future career goals. There are many factors that can influence academic performance of a college student, including student personality traits and life circumstances. Life circumstances are sometimes out of a student’s control, but if a student was able to recognize a quality of his or her personality that was inhibiting academic performance, then he or she could possibly make an effort to
What contributing factors affect student motivation towards success in college? Motivation is a force that helps people to achieve what they yearn to be, which helps people conquer obstacles to reach a goal. Students can be physically present in the classroom, but mentally absent. Many things can play a factor in student academic success from the quality of the professors’ lecture, to sufficient and modern facilities or the effective engagement between student and professors. In many researches including the books Lives on the Boundary by Mike Ross and Academically Adrift by Richard Arum and Josipa Roksa it demonstrates factors that students face in the achievement of academic success. Those factors that coincide on student academic success are motivation, life responsibilities, and preparation.
College brings many changes to a young adolescent. Moving away from parents and being on your own is the biggest and sometimes scariest step. This change for college students can sometimes be very dramatic and can often lead to depression. A column written by Michael Kerr (2012) reported that one out of every four-college student suffers from some sort of mental illness, depression being the most common. It also stated that 44 percent of American college students report having symptoms of depression. College is supposed to be a time of growth, learning and self-discovery. What factors play a contributing role to the rates of depression found in college students? Research by Nyer and colleagues (2013) has suggested that sleep disturbances and anxiety contribute to depression-like symptoms in students. Another study conducted by Xueting, Hong, Bin and Taisheng (2013) found that students who were trying to reach perfect grades in their academics found themselves falling short of expectations which triggered symptoms of depression. Varied distractions, academic or financial difficulties, substance abuse, lack of sleep and unstable friendships are additional risk factors for depression (Xueting, 2013). If not left untreated, students often resort to suicide as a way out of the depression. (Wilcox, 2013)
The concept of self-efficacy is grounded in Bandura’s (1977) social learning theory. Bandura (1994) defines perceived self-efficacy as “people’s beliefs about their capabilities to produce efforts” (p. 71). In essence, one having strong self-efficacy experience increase in motivation, accomplishment, and personal well-being ( Bandura, 1994). Those with a low sense of self-efficacy, on the other hand, often suffer stress and depression; unbelieving of their capabilities and often succumbed to failure (Bandura, 1994).
Being a successful student and achieving continued academic success is fundamental in order to complete an associate degree and become a successful professional. College is challenging, but it can be a rewarding growth experience and easier when setting up goals. Having educational and career goals helps students keep the focus and motivation. Besides, having knowledge of different learning styles can help students learn about themselves and increase efficiency while studying. Writing skills learned in college are also a powerful tool for both academic and career success. The campus is a great place to find tools to succeed and achieve continued academic success. It is also important to keep academic honesty as a good habit and as a value of integrity throughout college and later on in the professional environment.
In their review of the relevant literature, they found that time spent in study skills programs were the greatest predictor of academic success for students who were academically unsuccessful prior to receiving academic support services. In the study that they conducted, results showed that students who were academically unprepared at pretest actually performed better after attending the study skills program than an academically prepared comparison group who had not received study skills training. The researchers found that the study skills program improved the participants’ academic self-efficacy as well as their study skills. Their finding indicate that receiving academic support services focused on study skills is associated with students feeling more capable of success and with improved academic performance (Wernersbach et al., 2014).