The Mediational Effect of Academic Self-Discipline (ASD) Between Academic Self-Efficacy (ASE) and College GPA

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The Mediational Effect of Academic Self-Discipline (ASD) Between Academic Self-Efficacy (ASE) and College GPA

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2013-07

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Drawing upon self-efficacy theory (Bandura, 1997), the purpose of this study was to examine academic self-discipline (ASD) as a mediator of the relationship between academic self-efficacy (ASE) and college GPA, as well as the feedback effect of previous academic performance on subsequent ASE and ASD. To test this research question, I used cross-sectional and longitudinal data with three time points from 560 first-year and second-year college students. The cross-sectional analysis confirmed ASD was a mediator of the ASE-GPA link. By contrast, the longitudinal analysis did not support the ASE -> ASD -> GPA associations, although a GPA feedback effect on ASE and ASD was found at time 2. The study findings suggest ASD may be a more practical and functional predictor than ASE of academic performance.

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University of Minnesota Ph.D. dissertation. July 2013. Major: Psychology. Advisor: Richard M. Lee. 1 computer file (PDF); iv, 81 pages.

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Jung, Kyoung Rae. (2013). The Mediational Effect of Academic Self-Discipline (ASD) Between Academic Self-Efficacy (ASE) and College GPA. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/157688.

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