Academic Achievement as Functions of Life Satisfaction and Self-Efficacy: The case of Wolaita Sodo University first year students

Abstract

The purpose of this study was to examine the influence of life satisfaction and general self-efficacy on academic achievement among first-year students at Wolaita Sodo University. The sample consisted of all students in the colleges, representing first-year students at the university, and their number was manageable. The study included 104 participants (56 males and 48 females). A Likert Scale questionnaire measured students' life satisfaction and general self-efficacy, while academic achievement was measured using students' cumulative grade point average, yielding quantitative data. A self-developed semi-structured interview collected qualitative data from six key informants (three male and three female students). Data on the students' academic achievements were obtained from the college registrar's office. The collected quantitative data were analyzed using the Pearson Product Moment Correlation Coefficient, multiple linear regression, and independent t-test. All hypotheses were verified at α = 0.05. The findings showed a significant positive relationship between students' life satisfaction and academic achievement and between self-efficacy and academic achievement. Life satisfaction and self-efficacy significantly contribute to students' academic achievements (R² = 12.1%). Three domains of life satisfaction (university, self, and friends) were found to be the most predictive components of students' academic achievement, with beta coefficients of .25, .234, and .17, respectively. Significant sex disparities were observed in both life satisfaction and self-efficacy. Besides, the qualitative data results showed that students use different strategies to improve their life satisfaction and self-efficacy, such as avoidance, secrecy, advocacy, confrontation, and wishful thinking.