The Effects of Self-Efficacy on the Academic Achievement of Hispanic Students

Umaña, I. Y. (Ileana)¹, Furrer, J. (Jessica)^1
1Texas A&M University, College Station, TX, USA

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Hispanic, Self- Efficacy, Academic Achievement

Summary

Hispanic students are the largest group of students in the US (U.S. Census Bureau, 2018). It is important to understand the needs of this population to prevent the further widening of the achievement gap or the increase of drop out percentages. Previous literature suggested there are unique qualities to this population like acculturation and language brokering that can improve both self-efficacy and academic achievement (AA) outcomes.

Systematic searches were completed in two electronic databases. Initial search filters limited results to those written in English and are peer-reviewed studies. Within each database, the terms ‘self-efficacy’, ‘self-confidence’, ‘self-esteem’, ‘self-concept’ were combined with ‘Hispanic’, ‘Latino’ and finally, ‘academic achievement’ in the keywords field. The search also included a limitation not to include ‘college or university’. The final search occurred in December of 2018. A total of 122 articles were found through the search of databases, 8 of these met criteria.

The results of this literature review show that there is a relationship between self-efficacy and academic achievement outcomes. Of the 8 studies reviewed only one did not report a positive relationship (Niehaus et al., 2012). These results indicate that programs targeted at increasing self-efficacy of students may have distal effects on AA.

Auteurs