Educational Self-Efficacy of College Women: Implications for Theory, Research, and Practice

This study examined the relationships among personal and family valuing of education, self-esteem, academic stress, and educational self-efficacy for 530 female undergraduates. Personal and family valuing of education and self-esteem were related to educational self-efficacy; academic stress was related to self-esteem and self-efficacy. No differences existed between Euro-American women and women of color, and for both groups, personal valuing of education, self-esteem, and academic stress predicted educational self-efficacy. Implications for research and practice are introduced.