The interplay between institutional integration and self-efficacy in the academic performance of first-year university students: A multigroup approach

Abstract

This study aims to reveal how the interplay between institutional integration and self-efficacy affects academic performance. We obtained the data from 520 first-year students in the business school of a public university in Turkey. The results suggest that academic self-efficacy and academic and intellectual development are positively linked to academic performance. Institutional commitment, however, showed no positive association with academic performance in any of the models we developed. A multigroup analysis indicated that the proposed relationships are moderated by financial aid. Theoretical and policy implications are discussed.