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Cited by 2,031Education, Achievement, and GiftednessStudent Stress and CopingHigher Education Research Studies

Academic self-efficacy and first year college student performance and adjustment.

Chemers, Martin M., Hu, Li-tze, Garcia, Ben F.·2001·Journal of Educational Psychology
DOI 10.1037/0022-0663.93.1.55
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Abstract

A longitudinal study of 1st-year university student adjustment examined the effects of academic self-efficacy and optimism on students' academic performance, stress, health, and commitment to remain in school. Predictor variables (high school grade-point average, academic self-efficacy, and optimism) and moderator variables (academic expectations and self-perceived coping ability) were measured at the end of the first academic quarter and were related to classroom performance, personal adjustment, stress, and health, measured at the end of the school year. Academic self-efficacy and optimism were strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health, and overall satisfaction and commitment to remain in school. Observed relationships corresponded closely to the hypothesized model.

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  • Retention in STEM relies on student social integration, fostered interest, and self-efficacy.

    “Not surprisingly, research has identified that retention in STEM relies on student social integration, fostered interest, and self-efficacy (Tinto, 1993; Chemers et al., 2001; Hoffman et al., 2002; Estrada et al., 2011; Solanki et al., 2019).”

    From Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship Program (2021) · cites this paper as Chemers et al., 2001

  • The first year of college is a major life transition period for many college students, marked by greater independence and autonomy, academic workload, efforts to establish new sleep habits outside the childhood home, and formation of new friendships.

    “The first year of college is a major life transition period for many college students (15), marked by greater independence and autonomy, academic workload, efforts to establish new sleep habits outside the childhood home (8), and formation of new friendships (16).”

    From Nightly sleep duration predicts grade point average in the first year of college (2023) · cites this paper as [15]

  • The Academic Self-Efficacy questionnaire second part had Cronbach's α = .81 in prior research, but in this sample poor to questionable (pre .58, post .66).

    “With a Cronbach's α = .81, this part of the questionnaire is also considered reliable in prior research. However, in this sample the internal consistency was poor to questionable (i.e. Cronbach's α pre-treatment = .58, Cronbach α post-treatment = .66).”

    From Group cognitive behavioral therapy for reducing procrastination in college students: a randomized controlled trial (2026) · cites this paper as Chemers et al., 2001

  • Higher optimism in students entering university predicts higher well-being, better physical health, better adjustment, fewer symptoms of depression and stress, better social supports, higher academic achievement, and lower dropout rates.

    “Longitudinal research has found that, for students faced with the challenges of entering university, higher optimism was predictive of higher well-being, better physical health, better adjustment, fewer symptoms of depression and stress, better social supports, higher levels of academic achievement, and lower dropout rates [24-27].”

    From Feasibility and effectiveness of a web-based positive psychology program for youth mental health: Randomized controlled trial (2014) · cites this paper as [24]

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Authors
Chemers, M. M., Hu, L.-T., & Garcia, B. F.
Affiliations
University of California, Santa Cruz (US)
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
2001-03
Volume
93
Issue
1
Pages
55-64
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/0022-0663.93.1.55
OpenAlex
W1971374890
Cited by
2,031
References
65
Citations by year
2026: 90 · 2025: 105 · 2024: 129 · 2023: 109 · 2022: 121 · 2021: 144 · 2020: 149 · 2019: 124 · 2018: 135 · 2017: 144 · 2016: 122 · 2015: 118 · 2014: 93 · 2013: 79 · 2012: 75
FWCI
17.49
Type
journal article
Language
en
Open access
closed
Locations
Journal of Educational Psychology (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
  • Social Sciences › Education › Higher Education Research Studies
Keywords
academic self-efficacy, optimism, first-year college students, academic performance, student adaptation, academic stress, student health, academic expectations, coping self-efficacy, grade point average, student retention

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