Abstract:

Literature suggests that the influence of self-efficacy on outcome is moderated by self-management strategies. Very little is however known about the case of architecture students, who have to learn by doing. This study investigated the influence of architecture students’ self-efficacy on their academic performance and how this relationship is moderated by the self-management strategy adopted by the students. The study was carried out through a questionnaire survey of architecture students in Nigeria. The measure of performance was the cumulative grade-point average of the students. The data obtained were analysed using principal component analysis and hierarchical regression. Hierarchical regression was adopted to determine the moderating effect of self-management on the relationship between the students’ self-efficacy and their performances. The results of the of the study reveal that high self-efficacy of architecture students will not necessarily lead to higher performance as this depends on the self-management strategies adopted by the students.

Keywords:

Academic Performance, Architectural Education, Architecture Students, Moderating effect, Self-Efficacy, Self-Management Strategies, Nigeria.