Although many studies have examined self-efficacy cross-sectionally, few have investigated how undergraduate students' self-efficacy changes over time, particularly during their first year of postsecondary education. The purpose of this study was to explore the trajectories of first-year college students' (N = 2167) self-efficacy in quantitative and humanities subjects and its relationship to academic achievement. A parallel process second-order latent growth model revealed that students' self-efficacy increased simultaneously in each broad domain. Whereas quantitative self-efficacy favored male students and STEM majors at baseline, the rate of change was slower for STEM majors than for non-STEM or undeclared majors. Humanities self-efficacy favored female students at baseline. Only the growth factors of quantitative self-efficacy were positively related to students' first-year cumulative GPA, controlling for gender, major, and high school GPA. Findings can help instructors know when, and to some extent, for whom to offer self-efficacy support during the first year of college.

尽管许多研究对自我效能感进行了横断面研究，但很少有研究调查本科生的自我效能感如何随时间变化，尤其是在大专教育的第一年。本研究的目的是探索一年级大学生（N = 2167）定量和人文学科的自我效能感及其与学业成绩的关系。一个平行过程二阶潜在增长模型显示，学生的自我效能感在每个广泛领域同时增加。虽然定量自我效能感在基线时偏爱男性学生和 STEM 专业，但 STEM 专业的变化速度比非 STEM 或未申报的专业慢。人文学科的自我效能感在基线时偏爱女学生。控制性别、专业和高中GPA，只有定量自我效能感的增长因素与学生一年级累计GPA呈正相关。调查结果可以帮助教师了解在大学第一年何时以及在某种程度上为谁提供自我效能支持。