SUPPORTING ACADEMIC SELF-EFFICACY IN FIRST YEAR UNDERGRADUATES

Abstract

Academic self-efficacy, which refers to a student’s beliefs in their abilities to successfully carry out academic tasks, plays a critical role in psychological adjustment and academic outcomes. However, first year students may experience changes in academic self-efficacy when starting at university as they enter an unfamiliar environment and are faced with higher academic expectations. In such a situation, peer mentors can serve as social models that new students can observe and learn from. This chapter discusses how peer mentors can effectively support new student’s academic self-efficacy by sharing their own experiences (which serve as vicarious experiences for new students) and by providing positive feedback and encouragement to mentees.