Ethnic differences in the relationship between self-efficacy, outcome expectations, and academic achievement for first-year college students

First-year African American and European American college students were surveyed to ascertain if there were ethnic differences in how their social cognitive beliefs (self-efficacy and outcome expectations) influenced their academic achievement. Participants completed paper and pencil surveys in groups of 30 or fewer students. Additional information was collected from the University registrar. Higher levels of self-efficacy were related to better academic achievement for both ethnic groups. However, negative outcome expectations were related to better academic achievement for African Americans, whereas there was no relationship for European Americans. This unexpected relationship for African Americans could not be explained by increased study time, more interaction with faculty, or a lower value of education. Potential explanations for the relationship between outcome expectations and academic achievement for African Americans are discussed and the implications for interventions are addressed.