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                    <a href='articles.aspx?searchcode=Devin+L.++Merritt&searchfield=authors&page=1' target='_blank'>Devin L.  Merritt</a><sup></sup>, <a href='articles.aspx?searchcode=Walter++Buboltz&searchfield=authors&page=1' target='_blank'>Walter  Buboltz</a><sup>*</sup> 

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                    <a href='articles.aspx?searchcode=Department+of+Psychology%2c+Louisiana+Tech+University%2c+Ruston%2c+USA&searchfield=affs&page=1&skid=0' target='_blank'>Department of Psychology, Louisiana Tech University, Ruston, USA</a>.<br />
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                    Bandura (1986) postulated that beliefs about one’s ability (self-efficacy) were better predictors of achievement than ability itself [1]. Therefore, in academics, the higher the beliefs that a student develops regarding his or her ability to succeed in school, the greater the likelihood that he or she will attain academic success. Although academic goals vary among students, academic self-efficacy appears to be essential in order for academic aspirations to be achieved. Multiple factors, including socioeconomic status (SES) are related to academic self-efficacy. Past research has noted that SES influences academic attainment [2] [3]. Familial backgrounds, such as SES [4] and parental influence [5], have been found to impact academic achievement. This study examined the relationship between socioeconomic status, academic self-efficacy, and perceived success in college. A total of 298 undergraduate students from a southern university completed self-report measures that consisted of sociodemographic questions, the Multidimensional Scales of Perceived Self-Efficacy (MSPSE), and the Perceptions of Parental and Teacher Academic Involvement. Results indicated that SES was significantly related to self-efficacy, and parental influence was a significant predictor of academic self-efficacy. Results also showed that parental involvement mediated the relationship between familial SES and self-efficacy.
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                    <a href='articles.aspx?searchcode=Self-Efficacy&searchfield=keyword&page=1&skid=0' target='_blank'>Self-Efficacy</a>, <a href='articles.aspx?searchcode=+Socioeconomic+Status&searchfield=keyword&page=1&skid=0' target='_blank'> Socioeconomic Status</a>, <a href='articles.aspx?searchcode=+Parental+Involvement&searchfield=keyword&page=1&skid=0' target='_blank'> Parental Involvement</a>, <a href='articles.aspx?searchcode=+Academic+Performance&searchfield=keyword&page=1&skid=0' target='_blank'> Academic Performance</a> 
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                    Merritt, D.  and Buboltz, W.   (2015) Academic Success in College: Socioeconomic Status and Parental Influence as Predictors of Outcome. <i>Open Journal of Social Sciences</i>, <b>3</b>, 127-135. doi: <a href='http://dx.doi.org/10.4236/jss.2015.35018' target='_blank' onclick='SetNum(56744)'>10.4236/jss.2015.35018</a>.
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                <p style="font-size: 14px; font-weight: bold;">Conflicts of Interest</p>
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                    The authors declare no conflicts of interest.</p>
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                                        Bandura, A. (1986) Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall, Englewood Cliffs.
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                                        Cheung, S.Y. and Andersen, R. (2003) Time to Read: Family Resources and Educational Outcomes in Britain. Journal of Comparative Family Studies, 34, 413-434.
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                                        Weiser, D.A. and Riggio, H.R. (2010) Family Background and Academic Achievement: Does Self-Efficacy Mediate Outcomes? Social Psychology and Education, 13, 367-383.<br /> http://dx.doi.org/10.1007/s11218-010-9115-1
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	Academic Success in College: Socioeconomic Status and Parental Influence as Predictors of Outcome
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<meta name="title" content="Academic Success in College: Socioeconomic Status and Parental Influence as Predictors of Outcome" />
<meta name="keywords" content="Self-Efficacy,Socioeconomic Status,Parental Involvement,Academic Performance" />
<meta name="description" content="Bandura (1986) postulated that beliefs about one’s ability (self-efficacy) were better predictors of achievement than ability itself [1]. Therefore, in academics, the higher the beliefs that a student develops regarding his or her ability to succeed in school, the greater the likelihood that he or she will attain academic success. Although academic goals vary among students, academic self-efficacy appears to be essential in order for academic aspirations to be achieved. Multiple factors, including socioeconomic status (SES) are related to academic self-efficacy. Past research has noted that SES influences academic attainment [2] [3]. Familial backgrounds, such as SES [4] and parental influence [5], have been found to impact academic achievement. This study examined the relationship between socioeconomic status, academic self-efficacy, and perceived success in college. A total of 298 undergraduate students from a southern university completed self-report measures that consisted of sociodemographic questions, the Multidimensional Scales of Perceived Self-Efficacy (MSPSE), and the Perceptions of Parental and Teacher Academic Involvement. Results indicated that SES was significantly related to self-efficacy, and parental influence was a significant predictor of academic self-efficacy. Results also showed that parental involvement mediated the relationship between familial SES and self-efficacy." />
<meta name="citation_journal_title" content="Open Journal of Social Sciences" />
<meta name="citation_publisher" content="Scientific Research Publishing" />
<meta name="citation_authors" content="Devin L. Merritt;Walter Buboltz" />
<meta name="citation_author" content="Devin L. Merritt" />
<meta name="citation_author" content="Walter Buboltz" />
<meta name="citation_title" content="Academic Success in College: Socioeconomic Status and Parental Influence as Predictors of Outcome" />
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<meta name="citation_date" content="2015-05-08" />
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<meta name="citation_abstract" content="Bandura (1986) postulated that beliefs about one’s ability (self-efficacy) were better predictors of achievement than ability itself [1]. Therefore, in academics, the higher the beliefs that a student develops regarding his or her ability to succeed in school, the greater the likelihood that he or she will attain academic success. Although academic goals vary among students, academic self-efficacy appears to be essential in order for academic aspirations to be achieved. Multiple factors, including socioeconomic status (SES) are related to academic self-efficacy. Past research has noted that SES influences academic attainment [2] [3]. Familial backgrounds, such as SES [4] and parental influence [5], have been found to impact academic achievement. This study examined the relationship between socioeconomic status, academic self-efficacy, and perceived success in college. A total of 298 undergraduate students from a southern university completed self-report measures that consisted of sociodemographic questions, the Multidimensional Scales of Perceived Self-Efficacy (MSPSE), and the Perceptions of Parental and Teacher Academic Involvement. Results indicated that SES was significantly related to self-efficacy, and parental influence was a significant predictor of academic self-efficacy. Results also showed that parental involvement mediated the relationship between familial SES and self-efficacy." />
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<meta name="dc.title" content="Academic Success in College: Socioeconomic Status and Parental Influence as Predictors of Outcome" />

<meta name="dc.creator" content="Devin L. Merritt" />
<meta name="dc.creator" content="Walter Buboltz" /><meta name="dcterms.issued" content="2015-05-08" />
<meta name="dc.description" content="Bandura (1986) postulated that beliefs about one’s ability (self-efficacy) were better predictors of achievement than ability itself [1]. Therefore, in academics, the higher the beliefs that a student develops regarding his or her ability to succeed in school, the greater the likelihood that he or she will attain academic success. Although academic goals vary among students, academic self-efficacy appears to be essential in order for academic aspirations to be achieved. Multiple factors, including socioeconomic status (SES) are related to academic self-efficacy. Past research has noted that SES influences academic attainment [2] [3]. Familial backgrounds, such as SES [4] and parental influence [5], have been found to impact academic achievement. This study examined the relationship between socioeconomic status, academic self-efficacy, and perceived success in college. A total of 298 undergraduate students from a southern university completed self-report measures that consisted of sociodemographic questions, the Multidimensional Scales of Perceived Self-Efficacy (MSPSE), and the Perceptions of Parental and Teacher Academic Involvement. Results indicated that SES was significantly related to self-efficacy, and parental influence was a significant predictor of academic self-efficacy. Results also showed that parental involvement mediated the relationship between familial SES and self-efficacy." />
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