A correlational study of self-efficacy and academic achievement of first semester college students enrolled in developmental courses

Many students would like to enter higher education but lack the skills necessary for the rigors of college-level work. In order to cater to underprepared students, community colleges offer developmental courses so underprepared students have opportunities to develop the academic abilities required to move forward to college-level courses. Many inadequately prepared first semester students enrolled in developmental courses doubt their capability to successfully complete assigned academic tasks and as a result, enter developmental classes with different levels of self-efficacy. The purpose of this correlational non-experimental study was to determine whether a significant correlation exists between self-efficacy and academic achievement of first semester college students enrolled in developmental courses. A total of 210 first semester college students enrolled in developmental courses were invited to participate in this study and 208 students volunteered. Data were compiled by an anonymous survey. Results of the study indicate a significant correlation exists between self-efficacy and academic achievement of first semester college students enrolled in developmental courses. Data from the study also indicate no significant correlations exist between self-efficacy and gender, or between self-efficacy and language of first semester college students enrolled in developmental courses. Other findings from the study demonstrate a significant correlation exists between academic achievement and gender, and a significant correlation exists between academic achievement and language of first semester college students enrolled in developmental courses.