Revisiting Bandura’s Self-Efficacy Performance Accomplishments in PWI and HBCU Students: A Sign of Persistence

Authors

Britine Perkins
Douglas M. Butler
Jerrel Moore

Abstract

This study revisits Bandura’s theory of self-efficacy by examining performance accomplishments among students attending a predominantly White institution (PWI) and a historically Black college or university (HBCU). While academic self-efficacy has long been linked to college success, much of the existing research centers on students at PWIs and often overlooks the cultural contexts shaping students’ beliefs about their academic abilities. Using the Academic Self-Efficacy Scale (ASES), the authors compare self-efficacy perceptions across institutional type and explore how performance accomplishments influence persistence. Findings highlight the importance of culturally responsive frameworks when assessing self-efficacy, particularly for minoritized and first-generation students. By incorporating race, institutional environment, and parental education into the analysis, this study challenges one-size-fits-all applications of Bandura’s model and underscores the need to situate self-efficacy within broader sociocultural realities that affect students’ academic confidence and long-term educational outcomes.

First Page

86

Last Page

98

Recommended Citation

Britine Perkins, , Douglas M. Butler, and Jerrel Moore. 2026. "Revisiting Bandura’s Self-Efficacy Performance Accomplishments in PWI and HBCU Students: A Sign of Persistence." The Griot - Southern Conference on African American Studies, Inc. 43, (1):86-98. https://digitalcommons.pvamu.edu/griot/vol43/iss1/14