Resumen: This chapter argues that there are many, just many many variables which
contribute to academic performance as measured in degree outcome, and,
as such, simple bivariate analysis is inappropriate. We use structural
equation modelling, and explore the contribution of academic behavioural
confidence, to make the point that it does contribute to academic
performance, but to a lesser extent than self-efficacy theory argues. We
suggest that this is because degree outcome is made up of many efficacy
variables, which we argue are better captured overall in academic
behavioural confidence.