The Role of Self-efficacy and Self-concept in Medical Undergraduate's Academic Performance

Self-efficacy is a multi-dimensional construct, varies according to the domain of demands and one particular strong area of interest is that of academic efficacy. Consistent with self-efficacy theory, academic efficacy involves judgements on capabilities to do tasks in specific academic domains.

The current study was designed to test if academic self-efficacy and self-concept are empirically distinctive constructs, their mutual relationship, the antecedents, their role and the predictive influence of both self-constructs. Secondly, to identify classroom environment and perceptions of assessment dimensions that predicts academic efficacy and attitude to medical science

The study included 89 second year medical undergraduates. We examined the joint effect of three related social cognitive factors: selfefficacy, academic self-efficacy and stresson academic performance and retention for medical course. We used an instrument that assesses both academic self-efficacy and stress-related to identical college related tasks as well as selfefficacy and self-concept. Study also measured their retention in the second year and student's own perception of their academic success.

Self-efficacy was positively related to the students’ intentions of remaining in the profession. Self-efficacy and academic efficacy, these two constructs were actually reciprocally related. The current study further suggests that students'academic self-concept strongly influences their academic self-efficacy beliefs. We find the positive effect of stress, as it can result in different coping behaviours.