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

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Listed:
  • Nicola Beatson
  • Paul de Lange
  • Meredith Tharapos
  • Brendan O'Connell
  • Jeffrey Smith
  • Stephen Scott
  • Richard Greatbanks

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.

Suggested Citation

  • Nicola Beatson & Paul de Lange & Meredith Tharapos & Brendan O'Connell & Jeffrey Smith & Stephen Scott & Richard Greatbanks, 2024. "An examination of self‐efficacy and sense of belonging on accounting student achievement," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 64(1), pages 723-738, March.
    • Handle: RePEc:bla:acctfi:v:64:y:2024:i:1:p:723-738
    DOI: 10.1111/acfi.13160
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    References listed on IDEAS

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    1. repec:eme:arjpps:arj-08-2020-0240 is not listed on IDEAS
    2. Meredith Tharapos, 2022. "Opportunity in an uncertain future: reconceptualising accounting education for the post-COVID-19 world," Accounting Education, Taylor & Francis Journals, vol. 31(6), pages 640-651, November.
    3. Gordon Boyce & Venkateshwaran Narayanan & Susan Greer & Bill Blair, 2019. "Taking the pulse of accounting education reform: liberal education, sociological perspectives, and exploring ways forward," Accounting Education, Taylor & Francis Journals, vol. 28(3), pages 274-303, May.
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