Many students enter university with appropriate academic preparation which enhances the chance for a successful academic experience. Nevertheless, student retention has become a major issue for higher education institutions (HEI) across Europe, the largest proportion among first year students (Tinto, 2001; Tuckman & Kennedy, 2011). In fact, academic tasks at higher educational level tend to demand a far higher level of thinking, autonomy and independent learning than those encountered in secondary school.

There are many reasons for students to give up education prematurely such us personal or family problems, learning difficulties and/or low socio-economic status. Although some of these factors are not susceptible to college and university intervention, others allow some opportunities for HEI´s to take action. Among the reasons for students dropping out identified by Tinto (1999), this paper focus on the causes that HEI may have some direct or indirect influence on, such as those related to learning and academic performance, students’ goals and course commitment. In fact, as state by Ulriksen, Madsen and Holmegaard (2010), it is important to regard drop out as a feature of the relationship between students and their academic context.

Several studies show that students’ self-efficacy is related to academic achievement, goals and/or dropout (e.g. Bandura, 2006; Brown, Tramayne, Hoxha, Telander, Fan & Lent, 2008; Feldt, Ferry, Bullock, Carvalho, Collingwood, Eilers, Meyer & Nurre, 2011; Kitsantas, Winsler, & Huie, 2008).

Based on Social Cognitive Theory, self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance (Bandura, 1986, 1997). This concept is useful to predict human performance and behaviour since self-efficacy influences the choices people make, their goals and their persistence when confronted with obstacles. Additionally, as self-efficacy is a judgment of personal capability, it is not considered a trait and it can change over time, allowing the possibility to enhance it through the development of psycho-educational programs.

Previous research in the Portuguese context has shown that students’ self-efficacy in their first term in HEI predicted academic achievement and dropout one year later, through its influence on the certainty of course choice and academic performance goals evaluated in the first term (e.g. Vieira 2010). The present study emerges in the context of a major project - InSchool Innovation in Early School Leaving  (Lifelong Learning Programme)– designed to prevent early school leaving.

Therefore the purpose of the present study is to analyse, both in Portugal and in England, two hypotheses derived from previous studies: H1 – Students’ self-efficacy is positively related to certainty of course choice; H2 - Students’ self-efficacy is positively related to academic performance goals. 

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