I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance

By Kate Talsma, Benjamin Schüz, Ralf Schwarzer, Kimberley Norris. 2018

409 citations recorded by the source corpus.

Self-efficacy has long been viewed as an important determinant of academic performance. A counter-position is that self-efficacy is merely a reflection of past performance. Research in the area is limited by unidirectional designs which cannot address reciprocity or the comparative strength of directional effects. This systematic review and meta-analysis considered both directions of the relationship simultaneously, pooling data from longitudinal studies measuring both academic self-efficacy and academic performance over two waves. Pooled correlations (k = 11, N = 2688) were subjected to cross-lagged path analysis that provided support for a reciprocal effects model. Performance had a net positive effect on subsequent self-efficacy (β = 0.205, p < 0.001), significantly larger than the effect of self-efficacy on performance (β = 0.071, p < 0.001). Moderator analyses indicated that reciprocity holds for adults, but not for children (in whom performance uniquely impacts subsequent self-efficacy beliefs, but not the reverse). Cross-lagged effects were stronger in studies which used methodologies consistent with recommendations of self-efficacy theorists.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2058ba5bcdb91c503a794f646c4792716f251158

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Conspiracy Beliefs and Violent Extremist Intentions: The Contingent Effects of Self-efficacy, Self-control and Law-related Morality (2020, background): “Numerous studies have found that self-efficacy is associated with various positive outcomes, including academic success, mental and physical well-being as well as recovery from injury and illness (Schwarzer et al., 2005; Talsma et al., 2018).”
Research self-efficacy: A meta-analysis (2021, methodology): “It has been applied to diverse areas such as work performance (Stajkovic & Luthans, 1998), entrepreneurship (Newman et al., 2019), and academic performance (Stajkovic et al., 2018; Talsma et al., 2018).”
Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ self-fulfilling prophecy (2019, background): “However, the relationship between selfefficacy and academic performance is typically reported in meta-analyses to be moderate (Honicke & Broadbent, 2016; Richardson et al., 2012; Talsma et al., 2018), meaning that there is much variance still to be explained, and even a large positive correlation ma”
IEA International Computer and Information Literacy Study 2018 Assessment Framework (2019, positive): “An individual’s self-beliefs regarding their own ability with respect to a certain learning area are often viewed as central to the process of learning, and are likely to have a reciprocal association with knowledge and skills (see for example, Schöber et al. 2018; Talsma et al. 2018).”