ERIC Number: ED302747
Record Type: RIE
Publication Date: 1988-Aug
Effects of Self-Efficacy--Aptitude Incongruence on Career Behavior.
Brown, Steven D.; And Others
This study explored the moderating effects of academic self-efficacy beliefs on the relationship of scholastic aptitude to academic performance (grade point average) and academic persistence (retention). Subjects, 105 students enrolled in a career planning course for science and engineering majors, were administered two measures of self-efficacy designed to assess expectations of personal efficacy for completing science and engineering majors (ERS) and for academic skills (AMS). The results of three separate analyses consistently revealed that AMS was a strong independent predictor of academic performance and persistence, and that the ERS, but not AMS, moderated the relationships between scholastic aptitude and academic performance and persistence. The direction of the moderator effect suggested that the academic performance and persistence of low aptitude students was facilitated by high self-efficacy beliefs, but that the performance and persistence of high aptitude students was unaffected by their self-efficacy beliefs. These findings have implications for future research on career self-efficacy, and for career and academic counseling. (Author/NB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (96th, Atlanta, GA, August 12-16, 1988).