Self-efficacy.

Current literature confirms that self-efficacy, academic self-concept, and
participation in undergraduate research influence the academic performance and
aspirations of students. However, a gap in the literature remains as research has yet to
explore whether students who have participated in research have a higher sense of
research self-efficacy and academic self-concept than students who have not participated
in these activities. In addition, it is unknown whether undergraduate researchers pursuing
STEM degrees differ from students pursuing non-STEM degrees, nor if they vary by
gender.
The purpose of this study was to investigate the research self-efficacy and
academic self-concept of undergraduate researchers, compare these beliefs to nonresearchers,
and to examine how these measures differ by gender and field of study (i.e.
STEM and non-STEM fields) among undergraduate researchers. Additionally, this research identified various factors that predict research self-efficacy and academic selfconcept.
This quantitative study was conducted at a public university located in the
Southeast region of the United States. Using survey methods participants’ background
information, academic self-concept, and research self-efficacy was collected.
Participants were students who had participated in undergraduate research as well as
students who had not participated in research activities. Both groups completed the same
survey. This study gained insight into the research self-efficacy, academic self-concept,
field of study, and gender differences among undergraduate researchers and how they
compare to non-researchers. Research findings may assist colleges, universities, and
offices that promote undergraduate research in recruiting students to participate in
research activities. Findings also contribute to literature supporting undergraduate
research as an element that contributes to student success in undergraduate education.

The purpose of this research was to investigate if various psychological wellbeing
assessments can predict maximal strength performance and self-scored rating of
perceived exertion (RPE) in the back squat. Fifty-eight resistance-trained males and
females were recruited, and reported to the laboratory on one day. Subjects completed
eight different scales and questionnaires before completing one-repetition maximum
(1RM) testing of the squat, followed by two single-repetition sets at 30%, 40%, 50%,
60%, 70%, 80%, and 90% of 1RM, and a set to volitional fatigue at 70% of 1RM.
Cognitive anxiety and hypersomnia were found to be positive and negative predictors
(p<0.05), respectively, of 1RM performance. Further, self-confidence, grit, and perceived
recovery status were significant negative predictors of RPE (p<0.05). Finally, PRS was
discovered to be a positive predictor of subject-reported 1RM self-efficacy (b=0.39,
t=3.14, p<0.01, R2=0.15).

Almost twenty-one percent of the United States population spoke a language
other than English in 2011. Furthermore, there has been a dramatic increase in the
enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary
institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education
Statistics NCES, 2016).
Until now, no systematic research has focused on the differential effects of selfefficacy
on academic achievement in monolingual and bilingual undergraduate college
students. The present study aimed to investigate this relationship, as well as contribute
additional insight on whether the academic self-efficacy of monolingual and bilingual
undergraduate college students plays a role in their academic success specifically in
science and math courses. Additionally, the findings of this research study were expected to provide data to inform the development of educational programs that might
specifically target monolinguals or bilinguals in enhancing students’ self-efficacy.
Seven instructors of foundational undergraduate science courses and math
courses at a southeastern university agreed to contribute to the study by asking their
students for their voluntary participation in the data collection. A total of 361 students
participated in the study. Overall, 256 (70.9%) participants reported being monolingual
and 105 (29.1%) reported being bilingual; 335 (92.8%) students were enrolled in
science courses and 26 (7.2%) were registered in math courses; 237 (65.7%) were
female students and 124 (34.3%) were male. Demographics, self-efficacy, and
sociolinguistic data were collected using the Self-Efficacy Research Study Online
Questionnaire. Final science and math grades were also collected from the instructors at
the end of the semester for all students who volunteered to participate in the study.
The findings of this research study revealed that the self-efficacy levels of
undergraduate college students in science and math predict their academic achievement
in these subjects. They also showed that the self-efficacy levels of bilingual participants
are higher than those of their monolingual counterparts. Findings also indicated that
when the relationship between final grade and self-efficacy was examined separately in
each linguistic group the correlation was significant and positive for monolinguals.