Self-efficacy and Dissertation Performance Among Sport Students

Abstract

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.