Exploring the relationship between extracurricular activities and student self-efficacy within university

Figures & data

Table 1. Domains of educational and social development

Self-efficacy domain	Description	Example scale item
Social self-efficacy	Self-reported perception of ability to take part in social activities	I can work well in a group
Enlisting social resources	Self-reported perception of ability to ask others for help	I can get another student to help me when I get stuck on course work
Self-regulatory efficacy	Self-reported perception of ability to manage own behaviour	I can control my emotions
Self-regulated learning	Self-reported perception of ability to take part in independent academic activity	I can finish my assignments within the set deadline
Academic achievement	Self-reported perception of ability to achieve academic goals	I can apply feedback from tutors
Career self-efficacy	Self-reported perception of ability to take part in activities related to career development	I would feel confident applying to a new opportunity

Table 2. Categories of extra curricular activities (ECAs)

Re-coded category of ECA	Example survey responses
Volunteering	Volunteering at food bank
Part-time work	Work as a receptionist, retail work
Sport/active	Gym, hockey, netball
Artistic/creative	Drawing, gardening
Student representative	Course representative, society president
Academic/personal development	Leadership course, reading

Table 3. Summary of the emerging domains of self-efficacy at university

Domain name	Description	Example item	Number of items loading onto the factor	Reliability (Cronbach’s alpha)
Academic self-efficacy	Confidence/ self-belief in conducting a number of academic tasks	I can get myself to study when there are more interesting things to do	16	0.89
External Reach	Confidence/self-belief in approaching professionals and going outside of the university or course for information	I can make contact with professionals working in careers which interest me	8	0.91
Relatedness	Confidence/self-belief to take part in social activities and feel connected to peers	I can work well in a group	6	0.82
Help Seeking	Confidence/self-belief in ability to seek out guidance, support and advice	I can get tutors to help me when I get stuck on coursework	5	0.82

Table 4. Factor loadings based on a principal components analysis for the adapted self-efficacy scale for the university context

	Component/Factor
Item	Academic Self-efficacy	External Reach	Help Seeking	Relatedness
1. I can always concentrate in class	0.606		0.336
2. I can get another student to help me when I get stuck on course work				0.631
3. I can find the information I need via Library Gateway			0.694
4. I can get tutors to help me with social problems			0.623
5. I can apply feedback from tutors			0.670
6. I can ask for help from library staff			0.678
7. I can motivate myself to do course work	0.663
8. I can achieve the degree classification I am capable of	0.577
9. I can work well in a group			0.307	0.557
10. I can finish my assignments within the set deadline	0.594			0.383
11. I can get myself to study when there are more interesting things to do	0.740
12. I can ask for help from the careers service		0.316	0.443
13. I can carry on conversations with professional people		0.352		0.324
14. I can find the information I need in the library			0.520
15. I can resist peer pressure to drink alcohol	0.554			0.357
16. I can organise my coursework	0.775
17. I can remember information well	0.478
18. I can arrange a place to study without distractions	0.559
19. I can identify reliable career information resources	0.308	0.420
20. I can pass my modules this year	0.441
21. I can prioritise my timetabled lectures/seminars when there are more fun things to do	0.696
22. I can take useful notes in class	0.632
23. I can resist peer pressure to take drugs	0.408			0.359
24. I can control my emotions	0.462
25. I can research a career idea which interests me	0.437	0.311
26. I feel confident applying for extracurricular activities which interest me		0.697
27. I can make contact with professionals working in careers which interest me		0.717
28. I would feel confident setting up a new student society		0.691
29. I can get tutors to help me when I get stuck on course work			0.673
30. I can access help with career – related issues		0.430	0.573
31. I would feel confident applying to a new opportunity		0.618
32. I can get a friend to help me with social problems				0.635
33. I can make and keep friends easily				0.719
34. I can carry on conversations with others		0.338		0.694
35. I can stop myself from skipping class when I feel bored or upset	0.590
36. I would feel confident arranging to meet a professional		0.700
37. I already have/or can develop the skills to participate in a university society		0.655
38. I can ask for help from student services		0.478	0.411
39. I can find opportunities within the University relevant to me		0.591	0.333

‘oblimin’ rotation was used.

Factor loadings over .40 appear in bold.

Table 5. Descriptive data for self-efficacy at each time point

Self-efficacy domain	Time one (N = 294) Mean (SD)	Time two (N = 54) Mean (SD)
Academic Self-efficacy	8.45 (1.36)	8.50 (1.62)
External Reach	7.36 (1.84)	7.39 (2.02)
Help Seeking	7.56 (1.73)	7.59 (1.69)
Relatedness	8.75 (1.57)	8.66 (1.61)
Overall Self-efficacy	7.29 (1.24)	8.05 (1.40)

Table 6. Correlations between self-efficacy and engagement in ECAs

	Time point 1 (n = 298)	Time point 2 (n = 54)
	Spearman’s Rho (p-value)	Spearman’s Rho (p-value)
Overall Self-Efficacy	0.225*** (p< .001)	0.398** (p = 0.003)
Academic Self-Efficacy	0.131* (p = 0.025)	0.254 (p = 0.064)
External Reach	0.337*** (p = 001)	0.427** (p = 0.001)
Help Seeking	0.182** (p = 0.002)	0.184 (p = 0.182)
Relatedness	0.147* (p = 0.012)	0.180 (p = 0.192)

* p < .05, ** p < .01, *** p < .001.

Table 7. Key findings to show the impact of ECA type on students’ self-efficacy

	Volunteering		Part-time work		Fitness/Sport		Student Societies		Student Representation
	Involved	Not involved	Involved	Not involved	Involved	Not involved	Involved	Not involved	Involved	Not involved
Overall Self-efficacy	7.78	7.47	7.55	7.58	7.34	7.71	7.86	7.47	8.20*	7.49
Academic Self-efficacy	8.70	8.58	8.59	8.64	8.35	8.78	8.75	8.58	9.18	8.55
External Reach	8.39*	7.73	7.76	8.09	7.81	8.04	8.51*	7.76	9.01*	7.82
Help Seeking	8.01	7.81	7.86	7.88	7.69	7.99	8.14	7.79	8.92*	7.75
Relatedness	9.16	8.94	9.05	8.98	9.01	9.01	9.19	8.95	9.12	9.00

* indicates significant mean differences in self-efficacy between those involved and those not involved in ECAs (at the significance level p < .05).