Abstract This study aims to reveal how the interplay between institutional integration and self-efficacy affects academic performance. We obtained the data from 520 first-year students in the business school of a public university in Turkey. The results suggest that academic self-efficacy and academic and intellectual development are positively linked to academic performance. Institutional commitment, however, showed no positive association with academic performance in any of the models we developed. A multigroup analysis indicated that the proposed relationships are moderated by financial aid. Theoretical and policy implications are discussed.

中文翻译：

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大学一年级学生学业成绩中的制度整合与自我效能感的相互作用：一种多组方法

摘要 本研究旨在揭示制度整合与自我效能感之间的相互作用如何影响学业成绩。我们从土耳其一所公立大学商学院的 520 名一年级学生那里获得了数据。结果表明，学业自我效能感以及学业和智力发展与学业成绩呈正相关。然而，在我们开发的任何模型中，机构承诺都与学业成绩没有正相关。多组分析表明，拟议的关系受到经济援助的影响。讨论了理论和政策影响。