An investigation into the self-efficacy of year one undergraduate students at a widening participation university

Abstract

Retention and progression issues are complex problems that need to be addressed by the Higher Education sector. This paper views the academic self-efficacy of students as an important matter which is linked to retention and progression. The study employs online student surveys to analyse the differences in self-efficacy among year one students on accounting and finance, and business undergraduate programmes at a United Kingdom university with a widening participation agenda. The study references student discussion forums to share the voices of year one students, exploring how confident they feel about their ability to progress. It finds no association between performance and ethnicity, but that student performance is associated with gender and type of entry qualification. The social aspect of learning, and its value in supporting sources of academic self-efficacy, is a theme which emerged strongly in the forums.