Sources of Self-Efficacy Influencing Academic Performance of Engineering Students

C.W. Loo^1, and J.L.F. Choy²

¹School of Engineering, Republic Polytechnic, Singapore

²Centre for Educational Development, Republic Polytechnic, Singapore

Cite this paper:
C.W. Loo and J.L.F. Choy. Sources of Self-Efficacy Influencing Academic Performance of Engineering Students. American Journal of Educational Research. 2013; 1(3):86-92. doi: 10.12691/education-1-3-4

Abstract

This study examined (a) the correlation of the four hypothesized sources of self-efficacy (mastery experience, vicarious experience, social persuasion, emotional arousal) with academic performance, and (b) the prediction of the main source of self-efficacy that affects academic performance. A 40-item survey measuring sources of mathematics self-efficacy was administered to 178 third-year engineering students. Academic performance, which includes mathematics module grades and cumulative grade point average (GPA) scores, were collated. The results of the present study showed that self-efficacy sources were correlated with mathematics achievement scores as well as cumulative GPA of electronics-related engineering diplomas. More importantly, mastery experience was found to be the main predictor for academic achievements of mathematics and related engineering modules. Finally, suggestions are offered to help curriculum developers in instructional design so as to improve students’ engineering academic performance.

Keywords:
sources of self-efficacy self-efficacy academic performance engineering mathematics

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