Academic Success in College: Socioeconomic Status and Parental Influence as Predictors of Outcome

Devin L. Merritt, Walter Buboltz^*

Department of Psychology, Louisiana Tech University, Ruston, USA.

DOI: 10.4236/jss.2015.35018                

Abstract

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.

Keywords

Self-Efficacy, Socioeconomic Status, Parental Involvement, Academic Performance

Conflicts of Interest

The authors declare no conflicts of interest.

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