Using Structural Equation Modelling to Understand Predictors of Undergraduate Students’ Academic Performance

Paul Sander, David Putwain, Jesús de la Fuente

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter argues that there are many, just many many variables which contribute to academic performance as measured in degree outcome, and, as such, simple bivariate analysis is inappropriate. We use structural equation modelling, and explore the contribution of academic behavioural confidence, to make the point that it does contribute to academic performance, but to a lesser extent than self-efficacy theory argues. We suggest that this is because degree outcome is made up of many efficacy variables, which we argue are better captured overall in academic behavioural confidence.
Original languageEnglish
Title of host publicationTheory and Method in Higher Education Research
EditorsJeroen Huisman, Malcolm Tight
DOIs
Publication statusPublished - 13 Aug 2014

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    Sander, P., Putwain, D., & de la Fuente, J. (2014). Using Structural Equation Modelling to Understand Predictors of Undergraduate Students’ Academic Performance. In J. Huisman, & M. Tight (Eds.), Theory and Method in Higher Education Research https://doi.org/10.1108/s1479-3628(2013)0000009015