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Research papers on Self-efficacy and achievement

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  1. Self-Efficacy and Academic Motivation

    Dale H. Schunk · 1991 · Educational Psychologist · 4,292 citations

    Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addr

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  2. Self-Efficacy and Academic Motivation

    NC DOCKS at The University of North Carolina at Greensboro, Schunk, Dale H. · 1991 · NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) · 1,423 citations

    Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addr

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  3. Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting

    Barry J. Zimmerman, Albert Bandura, Manuel Martinez-Pons · 1992 · American Educational Research Journal · 1,416 citations

    The causal role of students’ self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students’ self-efficacy and personal goals at the beginning of the semester served as predictors of students’ final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students ‘final grades in social studies, R = .56. Students’ beliefs in their efficacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced t

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  5. Grit, self-efficacy, achievement orientation goals, and academic performance in University students

    Amal Alhadabi, Aryn C. Karpinski · 2019 · International Journal of Adolescence and Youth · 486 citations

    The current study investigated the relationships between grit, self-efficacy, achievement orientation goals, and academic performance in parallel and serial mediation models. University student participants (N = 258) responded to an online survey containing demographic items and scales measuring the non-cognitive factors noted above. The results demonstrated that ‘grit’ (i.e. perseverance of effort and consistency of interest) positively associates with academic performance through a sequential pathway of mediators including self-efficacy and achievement orientation goals. Findings supported the positive relationships between mastery, approach goals, and academic performance, as well as the

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  8. Academic Self-Efficacy and Academic Performance in Online Learning: A Mini Review

    Satoru Yokoyama · 2019 · Frontiers in Psychology · 215 citations

    Recently, online learning has been broadened to support learners' learning processes. Attention has been given to academic self-efficacy (ASE) in educational psychology as an influential factor to enhance academic performance. Consequently, previous studies that have examined the relationship between ASE and online academic performance are reviewed and future directions discussed. Because there are limited findings to conduct a systematic meta-analysis on the relationship between ASE and academic performance in an online learning environment, a focused narrative review based on the previous findings are outlined. Finally, future directions, particularly in relation to similar and different a

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  9. Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

    Khurram Shahzad, Sajida Naureen · 2017 · Journal of Education and Educational Development · 129 citations

    The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60) secondary school teachers and a hundred (100) secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were

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  10. The self-efficacy and academic performance reciprocal relationship: the influence of task difficulty and baseline achievement on learner trajectory

    Toni Honicke, Jaclyn Broadbent, M. Fuller-Tyszkiewicz · 2023 · Higher Education Research & Development · 127 citations

    ABSTRACT According to Bandura’s theory of reciprocal determinism, self-efficacy and academic achievement can have a mutual influence over one another. While empirical research generally supports this position, little focus has been given to within- and between-person factors that may moderate this relationship. The present study explored how initial performance and task difficulty impact learners’ performance and self-efficacy trajectory over subsequent tasks. A diverse university sample of 261 students; 118 females aged 18–67 and 143 males, aged 18–64, was used. Significant positive pathways were found in the achievement-self-efficacy direction, but not for pathways in the self-efficacy-per

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  11. Predictors of academic performance of university students: An application of the goal efficacy model.

    Roger Yao Klomegah · 2007 · College student journal · 114 citations

    This study utilized the goal-efficacy model to examine a) the extent to which index scores of student self-efficacy, self-set goals, assigned goals, and ability (four variables in the model) could predict academic performance of university students; and b) the best predictor of academic performance. The sample comprised 103 undergraduate students in a university in North Carolina who completed self-administered questionnaires voluntarily during the spring semester of 2005. The instrument was revised versions of Motivated Strategies for Learning Questionnaire (MSLQ) and Self-Efficacy for Self-Regulated Learning (SESRL) questionnaire. For analysis, zero-order correlation analysis was performed

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  12. Self-Efficacy for Learning and Performance.

    Dale H. Schunk · 1996 · 85 citations

    The theory of self-efficacy (beliefs concerning one's capabilities to learn or perform behaviors at designated levels), has developed since A. Bandura's work (1977) and continues to be applied to a variety of educational settings and grade levels. This paper addresses various issues pertaining to self-efficacy in settings involving academic learning and performance. The paper begins with a discussion of self-efficacy theory as discussed by Bandura and Schunk. Measurement issues are discussed in terms of reliability and validity of self-efficacy measures. Empirical evidence is reviewed in several areas to help distinguish the operation of self-efficacy during learning from its role in perform

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  13. Self-efficacy and Self-Regulated Learning as Predictors of Students Academic Performance

    Hendriati Agustiani, Surya Cahyadi, Muwaga Musa · 2016 · The Open Psychology Journal · 84 citations

    In this research, correlations between self-efficacy, self-regulation of learning and academic achievements in a sample of 101 students of the Psychology Faculty at Universitas Padjadjaran were investigated. The study revealed that self-efficacy, self-regulation of learning and academic achievements are positively correlated, which implies that if one of the three variables experience a positive or negative change, the other two will also experience change. The coefficient correlations found in this research are 0.456 for correlation between self-efficacy and self-regulation of learning, 0.304 for correlation between self-regulation of learning and achievement; and 0.263 for correlation betw

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  14. The impact of personality and self-efficacy on academic and military performance: The mediating role of self-efficacy

    Thomas Hol Fosse, Robert Buch, Reidar Säfvenbom, et al. · 2015 · Journal of Military Studies · 59 citations

    Abstract In order to optimize recruitment and the overall outcome of educational programmes, it is crucial to understand personal determinants of achievement. While several cognitive abilities and skills individually predict performance in academic and professional settings, it is less clear how personality translates into performance. This study addresses the impact of the Big Five personality trait, conscientiousness, on academic performance and instructor performance ratings and examines the mediating role of self-efficacy. Analysis of longitudinal data (Time 1: n = 166 (conscientiousness); Time 2: n = 161 (self-efficacy); Time 3: n = 136 (military performance) and n = 156 (academic perfo

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  15. Self‐efficacy and Student Performance in an Accounting Course

    Lai Mooi Tho · 2006 · Journal of financial reporting & accounting · 40 citations

    Self‐efficacy has been defined as individuals’ beliefs, thoughts, and feelings about their personal capabilities that affect how they function and, which in turn influence their performance (Bandura 1977). Self beliefs can influence behaviour choices, determine the amount of effort needed and for how long, and encourage thought patterns and emotional behaviours necessary to succeed. It is theorised that students with unrealistic expectations (especially overly optimistic expectations) may have difficulty aligning efforts with desired performance levels and, as a result, perform more poorly. In this study, selfefficacy is operationalised as the difference between actual and predicted examinat

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  16. The Relationship Of Self-Efficacy and Self- Concept To Academic Performance In A College Sample: Testing Competing Models and Measures

    Joel N. Lampert · 2007 · CommonKnowledge Research Repository (Pacific University Oregon) · 24 citations

    Self-efficacy is a construct that describes how confident people believe they are or how much control they believe they have in their ability to reach a goal or accomplish a task (Bandura, 1997). Self-concept describes what you know and understand about yourself in terms of your thoughts and feelings (Choi, 2005). Both constructs are influential in terms of task choice, performance, effort, and perseverance (Bandura, 1997; Reynolds, 1988). High levels of self-efficacy are reliable predictors of academic achievement (Bandura, Barbaranelli, Caprara & Pastorelli, 1996); self-concept is also thought to be a reliable predictor of the same. The study described in this thesis assesses the relations

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  18. Self-efficacy mechanism in human agency

    Albert Bandura · 2024 · Psihologìâ ì suspìlʹstvo · 12 citations

    The article announces a theoretically complete and methodically substantiated author’s concept of personal self-efficacy, which justifies this integral psychosocial f u n c t i o n a l as one of the basic cognitive mechanisms of human developmental presence in the world. Essentially, it is said about the three-factorially formed (personality, environment, behavior) conscious ability and self-valued ability of a person to carry out behavior in accordance with a complex task or newly appeared problem situation and eventually successfully cope with life problems. The first two subsections, outlining the functional possibilities and various effects of self-perception of one’s efficacy (intensifi

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  19. The relationship of students' domain specific self-concepts and self-efficacy to academic performance

    Maija Strelnieks · 2003 · e-Publications@Marquette (Marquette University) · 11 citations

    The purpose of this study was to assess the relationship of students' domain specific self-concepts and efficacy beliefs to academic performance of minority students. According to the literature, both self-concept and self-efficacy beliefs are two types of self-beliefs prominent in motivation research which are important to investigate to better understand academic performance. The study focused on both self-concept and self-efficacy beliefs simultaneously in order to gain information about students' self-perceptions in different domains and at different level of specificity. The subjects for the present study were minority middle school students from a large urban school system. The study u

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  22. Perceived self-efficacy in the exercise of personal agency

    Albert Bandura · 1990 · Revista Española de Pedagogía · 6 citations

    En este artículo, el autor afirma que las creencias de autoeficacia percibida son un factor causal en el desencadenamiento de la conducta humana; al igual que un predictor del rendimiento. Por ello, las autoprecepciones positivas de eficacia van acompañadas de óptimos rendimientos. La opinión sobre la propia eficacia es uno de los más importantes mecanismos de la conducta e influye en cómo pensamos, sentimos y actuamos. Son las creencias del sujeto sobre sus capacidades las causa de la conducta psicosocial a través de procesos cognitivos, motivacionales, afectivos y de selección de vida profesional y de los ambientes en los que van a actuar.El autor afirma que los juicios de eficacia persona

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  24. The influence of self-efficacy and satisfaction with e-learning on academic performance among nursing students: a multisite study

    Adnan Innab, Essa Hakamy, Nedaa Abdulgafor, et al. · 2026 · BMC Medical Education · 1 citations

    Academic performance and self-efficacy are closely related within educational systems. Students with higher self-efficacy across various subject areas typically exhibit higher academic achievement and students who adopt a variety of learning strategies are more likely to demonstrate high-order learning behaviors and skills. However, evidence on the relationships among e-learning satisfaction, self-efficacy, and academic performance remains inconclusive. This study was guided by Albert Bandura’s theory of self-efficacy. This study aimed to assess self-efficacy, satisfaction with e-learning, and perceived academic performance among nursing students engaged in synchronous virtual learning. This

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