Academic Behavioural Confidence: The Role of Demographic, Institutional, Psychosocial, and Behavioural Factors Across Diverse University Students in England

Background: research shows that university students’ academic engagement and performance can be usefully predicted by academic behavioural confidence (ABC), a set of self-beliefs in study-focused behaviours. While demographic and institutional variations in ABC are often reported, less is known about its psychosocial or behavioural correlates. Methods: A total of 328 students in 16 English universities completed an online survey with measures of ABC, self-esteem, ethnic identity, peer pressure, social support, and substance dependence and theirs and their tutor’s demographics. Results: Aspects of ABC differed by student gender (ps < 0.01), university (modern/traditional; ps < 0.01), and degree (nonvocational/vocational; p < 0.01) types and correlated with self-esteem, social support, peer pressure, drug dependence, and, for ethnic minority students, ethnic identity. Hierarchical regression analyses identified gender (β = 0.14–0.25), age (β = −0.16–0.12), self-esteem (β = 0.22–0.46), peer pressure (β = −0.15–−0.17), and drug dependence (β = −0.15–−0.21) as consistent predictors across ABC components. Conclusions: The findings highlight the importance of individual factors and social networks for academic self-efficacy. Recommendations for monitoring ABC and its contributors for targeted study and pastoral support are made.