Personal Self-Effectiveity And Academic Beliefs

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Students’ performance in college can be significantly impacted by internalized beliefs and motivational drive. The impact of personal self-confidence and optimism have been identified as significant predictors of academic performance and adjustment (Chemers, Hu, & Garcia, 2001). Personal self-confidence, or self-efficacy, has been acknowledged as important for the development of academic goal commitment, because the student develops their own level of academic efficacy (Tinto, 1993; Bean, 1990; Chemers, Hu, & Garcia, 2001). Self-efficacy is explained by Bandura as the personal beliefs or views that an individual has regarding their ability to achieve specific tasks or responsibilities to accomplish and attain clear distinctive goals. Bandura initially termed the concept as self-beliefs (Bandura, 1977a); however, he later altered the term to self-efficacy. Personal self-efficacy views impact how an individual will be driven to attain individual achievement and personal satisfaction (Bandura, 1986). The construction of fear of failure has long been associated with beliefs regarding self-efficacy or self-belief (Martin, 2002), self-esteem, (Sherman, 1988; Elliot & Sheldon, 1997), and self-doubt (Fox, 1994). Feelings of low self-confidence, poor feelings of self-esteem, and low risk-taking is also directly correlated to fear of failing (Sherman, 1988; Elliot & Sheldon, 1997; Martin, 1998). Imposter phenomenon has been identified as, individuals who are considered
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