Academic self-efficacy and first-year college student performance and adjustment

A longitudinal study of 1st-year university student adjustment examined the effects of academic self-efficacy and optimism on students' academic perfo rmance, stress, health, and commitment to remain in school. Predictor varia bles (high school grade-point average, academic self-efficacy, and optimism ) and moderator variables (academic expectations and self-perceived coping ability) were measured at the end of the first academic quarter and were re lated to classroom performance, personal adjustment, stress, and health, me asured at the end of the school year. Academic self-efficacy and optimism w ere strongly related to performance and adjustment, both directly on academ ic performance and indirectly through expectations and coping perceptions ( challenge-threat evaluations) on classroom performance, stress, health, and overall satisfaction and commitment to remain in school. Observed relation ships corresponded closely to the hypothesized model.