Investigation of academic self-efficacy of university students in terms of various variables

This study was carried out to investigate university students? academic self-efficacy in terms of various variables. It was examined whether university students? academic self-efficacy levels differ according to gender, grade, perceived academic achievement, perceived socio-economic status, educational level of parents, number of child of the family, number of person of the family and perceived academic achievement in high school. In addition, the predictive role of academic achievement (GPA), academic motivation and academic locus of control in academic self-efficacy was examined. Participants were 1679 students attending to the various faculties of Anadolu University in the fall semester of 2012-2013 academic years. The data were collected by Turkish version of the Academic Self-Efficacy Scale, Academic Motivation Scale, Academic Locus of Control Scale, and Personal Information Form. The data were analyzed using independents sample t-test, one way ANOVA, correlation, and stepwise regression. Before applying statistical techniques, the assumptions of these techniques were investigated. According to findings, there is a significant difference between males and females? that the average score of academic self-efficacy of females? is lower than male?s. In terms of grade, 4th grade students have higher academic self-efficacy level than 2nd grade students. Students who perceive themselves as academically unsuccessful have lower academic self-efficacy than students who perceive themselves as successful students. In addition, students who have mid level perception of academic success have lower academic self-efficacy than who have high level perception of academic success. Students who have high socio-economic status are also high in academic self-efficacy than who have low socio-economic status. Further, results indicated that there is no significant difference in academic self-efficacy level of university students in terms of level of parents, number of child of the family, number of person of the family and perceived academic achievement in high school. According to stepwise regression analysis results, academic achievement, academic motivation and internal academic locus of control predicted academic self-efficacy positively. Otherwise, external academic locus of control predicted academic self-efficacy negatively.