The role and function of anxiety, self-efficacy, and resource management strategies on academic achievement in university students
Bibliographic record
Abstract
The purpose of this study is to examine the role and function of anxiety, self-efficacy, and resource management strategies on academic achievement. This study extended current research by incorporating and investigating a number of critical issues such as student beliefs, motivation, resource management skills, anxiety and worry, intolerance of uncertainty, self-efficacy, and achievement. The integrated model of achievement was developed as the conceptual basis for this study to understand the relationships among these variables. 272 students participated from university Undergraduate and Bachelor of Education programs across Ontario. Participants completed an online questionnaire to assess self-efficacy, anxiety and resource management strategies. Achievement was measured by a self-reported grade in a mandatory course. T-tests and chi-square tests of independence were performed to examine systematic differences between participants from two different university programs and gender differences within each program. Hierarchical multiple regressions were performed to predict grade from assessment type, various anxiety scales as well as self-efficacy and resource management scales entered in blocks. A two-way Analysis of Variance was conducted to evaluate the effects of program and assessment type on grade obtained. Bachelor of Education and Undergraduate students were found to be significantly different populations specifically on grades attained, self-efficacy for self-regulated leaning and the type of assessment on which they reported. For Bachelor of Education students, self-efficacy was found to be the only significant predictor of achievement. For Undergraduate students, achievement was predicted by self-efficacy, generalized anxiety, and resource management strategies. No significant differences were found for males and females across any measures in either program. Results from the current study suggest that university students can benefit from early intervention. Early intervention from counsellors and professors may help students overcome debilitating anxiety, increase self-efficacy, strengthen resource management strategies and improve overall academic experience. The integrated model of achievement can provide university counsellors and professors with tools for identifying and assisting students who are at risk of failure or have low self-efficacy, high anxiety, and poor resource management skills. Mentors, peers and students can also benefit from becoming aware of the integrated model of achievement and the study's findings.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".