Support Programs and Student Self-Efficacy: Do First-Year Students Know When They Need Help?

Abstract

This study investigates whether participation in either a required "freshman year" course in academic skills development or participation in required individualized instruction (i.e., academic tutoring) influenced first-year students' academic self-efficacy. Changes in students' self report of their own abilities and projected grades served as a function of receiving one or both types of support. Students who do not receive academic support during their first semester tend to suffer a decrease in self-efficacy in both general perceived abilities and in specific study skills, but do not adjust their expectations for academic performance in accordance with their lowered estimations concerning academic abilities and study skills. On the other hand, while students who receive academic support lower their predictions of GPA, they increase in academic self-efficacy, both in assessments of academic abilities and in specific study skills/strategies.