Predicting academic self-efficacy in foster care alumni

This dissertation explores academic self-efficacy in college students who were previously in foster care (termed “foster care alumni”). The research design is guided by and grounded in self-efficacy theory, using predictor variables aligned with Bandura’s (1982) four sources of self-efficacy (mastery experience, physiological arousal, social persuasion, vicarious experience). Findings demonstrate support for Bandura’s (1982) self-efficacy theory, that mastery experience, physiological arousal, social persuasion, and vicarious experience together predict self-efficacy (F(6,60) = 11.05, p < .001). Although findings did not support mastery experience as the strongest predictor of self-efficacy (high school GPA  = -.12, p = .30 and college GPA  = .09, p = .42), rather found physiological arousal to be most predictive ( = -.57, p < .001). As a result of these findings, clinicians and school personnel should consider focusing supportive efforts for foster care youth on decreasing academic anxiety and increasing social support to promote future academic success.