Differential Effects of Self-Efficacy and Stress on College Success Across Ethnically and Socioeconomically Diverse Groups

• In Event: Varying Our Approaches to Achieving Student Success

Abstract

Academic self-efficacy is one of the most important noncognitive predictors of college success (e.g., Richardson, Abraham, & Bond, 2012) and has joint effects with stress (Zajacova, Lynch, & Espenshade, 2005), but little is known about differential effects across ethnically diverse populations and different socio-economic groups. The current study extends previous research by investigating joint effects of self-efficacy and sensitivity to stress on college success in large samples of Hispanic and White first-generation and traditional college students. Results from multi-group regression analyses for two different outcomes (GPA, credits earned) demonstrate differential effects for the prediction of credits earned both across ethnic and across socio-economic groups. These results highlight the need to test for differential prediction for theoretical and practical implications.

Authors

• Maria Bertling, Educational Testing Service

• Margarita Olivera-Aguilar, Educational Testing Service

• Steven B. Robbins, Educational Testing Service

• Ross Edward Markle, Educational Testing Service