Student Self Efficacy in Intermediate Accounting:A Tool to Improve Performance and Address Accounting Change

Abstract

The purpose of this study is to assess the extent student self efficacy acts as a determinant of performance and how information gained about this link can be used to guide accounting education reform. To do so, we assess the predictive power of self efficacy on performance in Intermediate I in the presence of other demographic and environmental variables. We examine two measures of self efficacy: 1) a student’s perception about his/her skills relative to the accounting cycle; and 2) a student’s expectation about his/her grade in Intermediate I. Results indicate after controlling for demographic and environmental variables, a student’s perception about his/her skills does not impact first exam performance. In contrast, a student’s perception of grade is significantly associated with test performance. These confounding results indicate student perceptions of ability are not always accurate but motivations about grades play a significant role in performance. These results lead us to infer that effective accounting reform requires more information be gathered about students. We suggest one way to do so would be to involve faculty in more counseling and advising activities.