Abstract
The purpose of this quantitative exploratory study was to examine academic self-efficacy at the postsecondary level as it relates to the use of supplementary academic resources. This study focuses on academic self-efficacy levels in relationship to a student’s likelihood of seeking out institutional academic resources. The aim of this study was to document current student utilization practices of supplementary academic resources in hopes of informing strategic connections that can then link appropriate resources to the population in need, thereby enhancing student success, student retention, and degree attainment in post-secondary institutions. A series of surveys was used to gather data for this investigation including the College Self-Efficacy Inventory (CSEI) to establish mean self-efficacy scores. This data was later combined with the academic resource survey for analysis. Findings revealed a significant relationship between academic self-efficacy scores and end-of-term grade point averages. Recommendations include strategies to enhance student efficacy levels in hopes of strengthening student self-advocacy, connection to resources, and subsequent academic success.