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Students in higher education enter the system with varying expectations. By examining their expectations, and subsequent perceptions, it is possible to prepare them for a rewarding and successful college classroom experience. This paper examines the use of a service quality model to predict and enhance student efficacy and performance. Results indicate that the difference between students' expectations and perceptions (gap score) was significantly related to their academic, team, and career efficacy. Additionally, the change in efficacy over the semester was significantly related to student satisfaction. This paper examines the causes for these results in detail, and discusses the implications of the results on course design and first year students.

Exploring The Impact Of First Year Engineering Student Perceptions On Student Efficacy