An examination of self‐efficacy and sense of belonging on accounting student achievement

Nicola J. Beatson, Paul A. De Lange, M. Tharapos, Brendan O'Connell, Jeffrey Smith, Stephen Scott, Richard Greatbanks
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Abstract

Student success is impacted by many factors, both individual and institutional. We examine Tinto's (Journal of College Student Retention: Research, Theory & Practice, 2017, 19, 254) theoretical model of achievement by surveying students enrolled in an introductory accounting subject (n = 132) at a New Zealand university twice and relating their responses to their levels of achievement in the subject. We find that both self‐efficacy beliefs and a sense of belonging to the university are significantly related to academic success. This study builds on the body of work examining non‐cognitive factors in accounting education and provides practical implications for accounting educators.
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自我效能感和归属感对会计专业学生成绩的影响
学生的成功受到许多因素的影响,包括个人因素和机构因素。我们通过两次调查在新西兰一所大学注册的会计入门科目(n = 132)的学生,并将他们的反应与他们在该科目的成就水平联系起来,来检验Tinto的(《大学生保留率杂志:研究、理论与实践》,2017,19,254)理论模型。我们发现自我效能感信念和大学归属感与学业成功显著相关。本研究建立在检查会计教育中的非认知因素的工作主体上,并为会计教育者提供了实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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