The DOI matches its Crossref record; 65 of the 65 references it cites were found in a registry or an index.
Academic self-efficacy and first year college student performance and adjustment.
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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“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
In the citing paper
“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]
In the citing paper
“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
In the citing paper
“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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Metadata
- Authors
- Chemers, M. M., Hu, L.-T., & Garcia, B. F.
- Affiliations
- University of California, Santa Cruz (US)
- Venue
- Journal of Educational Psychology
- Published
- 2001-03
- Volume
- 93
- Issue
- 1
- Pages
- 55-64
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- 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 › Developmental and Educational 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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Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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