Perceived Competence Influencing Academic Performance Of Students At The Under-Graduate Level

Abstract

This paper aims at studying the influence of perceived competence on academic performance of students studying at the undergraduate level. The conceptual and statistical significance between perceived competence and academic performance has been investigated in this article. The theoretical framework of self-determination theory is used to conceptualize perceived competence (Deci& Ryan, 2002). Based on the review of studies Martzoukou & Fulton (2020), Guay& Pierre (2017), Zhang et al. (2019), Burgermeister et al. (2016), Jeno et al.(2018), Luo et al. (2019) it has been observed that a majority of students at the undergraduate level are to a greater extent aware of their perceived competence. The major goal of this study is to determine the relationship between perceived competence and academic performance of undergraduate students in selected non-professional and professional institutions in the Chennai and Thiruvallur regions. A total of 210 samples were selected at random from 6 government institutions and 4 private colleges, with 125 of the male and 85 of the female candidates chosen at random. The investigator constructed the perceived competence scale and validated it. The main goal of the study is to determine the impact of perceived competence and its sub-variables namely perceived reality, self-efficacy, and decision making. The data has been analysed and interpreted using correlation and regression analysis. Based on the data analysis, it has been found that there exists significant relationship which establishes that perceived competence influences academic performance of students at the under-graduate level.