Self-Efficacy and Learning in Sorority and Fraternity Students

Abstract

Self-Efficacy and Learning in Sorority and Fraternity Students Jon G. Thompson Jr. (bio), Crystal D. Oberle (bio), and Jennifer L. Lilley (bio) Past research consistently reveals that self-efficacy, referring to one's perceived ability to obtain a desired outcome, in academic courses is linked to academic achievement and motivation in those courses (Coutinho & Neuman, 2008; Elias & MacDonald, 2007; Hoffman & Schraw, 2009; Klomegah, 2007; Lynch, 2008). In particular, high self-efficacy in courses is associated with high academic performance, and low self-efficacy in courses is associated with low academic performance. Yet, the relationship is confounded by the fact that some students report lower effort levels in difficult courses (Lynch). In these situations, students may adopt performance-avoidance goals, whereby they try to hide their feared lack of ability and intentionally sabotage themselves by not putting forth much effort to learn and succeed in these courses, with the idea that failing due to lack of effort is more personally acceptable than failing due to intellectual inadequacies (Hsieh, Sullivan, & Guerra, 2007). For students who rise above their fears and devote greater effort to learning, their efforts lead to greater self-efficacy and academic performance (Hoffman & Schraw; Shell & Husman, 2008). Regarding benefits of Greek-letter organization membership in these domains, several researchers (Saville & Johnson, 2007; Wilder, Hoyt, Surbeck, Wilder, & Carney, 1986…