This study examined the relationship between academic integration and self-efficacy with regard to institution types and students' majors among IA1 (Information Management) and CS (Computer Science) students. Academic integration was an important factor affecting student retention, and self-ifficacy has also been found to influence student intention to persist. Nevertheless, research has not yet examined the relationship between academic integration and self-efficacy. Institution types implied various student cohorts and may have different results. Information Technology (IT) related majors, which were 1M and CS in Taiwan, were specifically examined in terms of the study major. A Taiwanese National survey database conducted in 2005 was used to achieve the research objective. Fourteen student attributes were extracted into four factors. They were 'study strategies and habits', 'academic satisfaction', 'social self-efficacy', and 'self confidence'. MANOVA was used to analyze the interaction effects between academic integration and self-efficacy. The independent variables were institution types and students' majors. One outcome of this study was the finding of a positive relationship between 'academic integration' and 'self efficacy'. The results also showed that students of public institutions have higher levels of self-efficacy than students of private ones. Another finding is that IA1 students seem to have better study strategies and habits than CS students while CS students were found to have better collaboration and satisfaction with their institutions than 1M students. Counselling services and team projects are suggested to enhance students' levels of academic integration and self-efficacy
['Fumei Weng', 'France Cheong', 'Christopher Cheong']
IT education in Taiwan: Relationship between self-efficacy and academic integration among students