Associations Between Academic Self-Efficacy and Higher Education Outcome Expectations

Abstract

This study aimed to examine the associations between academic self-efficacy and higher education outcome expectations among male and female students. Previous research has shown that academic self-efficacy and higher education outcome expectations are important cognitive factors that help predict students’ academic behavior – motivation, perseverance, and resilience (Ponce, 2018). Research also indicates that self-efficacy is significantly and positively related to outcome expectations. However, most prior studies have examined these constructs in overall samples without considering gender, which may be important when designing targeted intervention and prevention programs. A total of 174 adult students aged 18-50 participated in the study (116 women and 58 men). Participants completed questionnaires measuring academic self-efficacy and higher education outcome expectations. Data were analyzed using correlation analyses, simple linear regression, and moderation analysis. The results showed that academic self-efficacy was significantly and positively associated with higher education outcome expectations in the full sample as well as when women and men were analyzed separately. Simple linear regression indicated that academic self-efficacy significantly predicted higher education outcome expectations. Moderation analysis revealed that gender did not moderate this relationship; therefore, academic self-efficacy appears to be a stable predictor of higher education outcome expectations regardless of students’ gender.