| Although a number of studies of achievement motivation have investigated factors related to persistence and academic achievement, it is not clear what role these factors play in long-term persistence, such as completing a college degree. The goal of this longitudinal study was to determine the influence of academic self-efficacy, academic self-concept, and reasons for pursuing a goal on long-term persistence. One-hundred-thirty first-year university students planning to major in math- or science-related degrees responded to a series of questionnaires relating to self-efficacy judgments in their first-quarter calculus, chemistry, and English or social science courses. They made normative self-concept judgments in math, science, English, and general academic ability at the beginning and end of their first year. These responses, in addition to reasons given for choosing their major, were compared by sex, and with first- and second-year persistence. Only science self-concept emerged as a consistent measure of persistence for men and women. Women's persistence was also positively related to advice (from high school teachers or parents) and negatively related to job-related concerns. There was no difference in performance (GPA) or persistence rates between men and women. These unexpected findings are discussed in relation to long-term academic persistence and math- and science-related career decisions for men and women. |
