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Self-efficacy and Dissertation Performance Among Sport Students

By Andrew M. Lane, Tracey J. Devonport, Karen E. Milton and Laura C. Williams


The rights to this article are held by the Journal of Hospitality, Leisure, Sports and Tourism Education, an Open Access e-journal. The full text can be accessed at the link given above.The present study investigated relationships between self-efficacy and dissertation performance among a sample of undergraduate sports studies students. Sixty Level 3 student volunteers completed an open-ended questionnaire to assess competencies needed for dissertation success. Qualitative results identified that self-efficacy was conceptualised in six themes: 1) maintaining motivation, 2) planning, 3) obtaining support, 4) understanding theory, 5) organising time, and 6) effectively writing the dissertation. These themes were developed into a 30-item questionnaire using the same approach as Lane, Hall and Lane (2002). Participants completed the self-efficacy inventory six weeks before the dissertation submission date. Results indicated that self-efficacy toward obtaining support (r = .30, p < .05), understanding theory (r = .35, p < .05), and writing skills (r = .30, p < .05) were associated with good grades. The sum of self-efficacy factors significantly correlated with performance (r = .27, p < .05). Discriminant function analysis results indicated that 80 per cent of failing students could be correctly classified from self-efficacy scores. Findings lend support to previous research that shows self-efficacy can significantly predict academic performance. We suggest that interventions designed to enhance motivation towards studying for undergraduate dissertation should focus on enhancing self-efficacy

Topics: Self-efficacy, Dissertation performance, Undergraduate students, Sports studies
Publisher: Hospitality, Leisure, Sport & Tourism Network, Oxford Brookes University
Year: 2003
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