Psychology · Literature

Research papers on Self-efficacy and achievement

Recent and highly-cited academic work on self-efficacy and achievement, gathered from Semantic Scholar, CrossRef and OpenAlex.

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. 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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4. 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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5. 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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6. 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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7. 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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8. 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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9. 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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10. Self‐efficacy and Student Performance in an Accounting Course

    Lai Mooi Tho · 2006 · Journal of financial reporting & accounting · 41 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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11. 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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12. 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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