BACKGROUND CHARACTERISTICS AS PREDICTORS OF ACADEMIC SELF-CONFIDENCE AND ACADEMIC SELF-EFFICACY AMONG GRADUATE SCIENCE AND ENGINEERING STUDENTS

This study uses data from the 1995-96 Graduate Experience Project to e xplore differences among, and possible predictors of, academic self-co nfidence, academic self-efficacy, and outcome expectations of entering graduate students in science and engineering. The results suggest tha t at time of entry, women and U.S. minority graduate students entered with similar academic credentials and academic expectations as their A ngle male peers. Further, gender was not found to be a significant fac tor in predicting academic self-confidence, academic self-efficacy, or career-related outcome expectations. Rather, student perceptions of a cademic preparedness, status-related disadvantages, and expectations a bout faculty/student interactions emerged as significant predictors of academic self-efficacy and career-related outcome expectations.