The influence of academic self-efficacy on academic performance: A systematic review

By Toni Honicke, Jaclyn Broadbent. 2016

1,374 citations recorded by the source corpus.

This review integrates 12 years of research on the relationship between academic self-efficacy and university student's academic performance, and known cognitive and motivational variables that explain this relationship. Previous reviews report moderate correlations between these variables, but few discuss mediating and moderating factors that impact this relationship. Systematic searches were conducted in April 2015 of psychological, educational, and relevant online databases for studies investigating academic self-efficacy and performance in university populations published between September 2003 and April 2015. Fifty-nine papers were eligible. Academic self-efficacy moderately correlated with academic performance. Several mediating and moderating factors were identified, including effort regulation, deep processing strategies and goal orientations. Given the paucity of longitudinal studies identified in this review, further research into how these variables relate over time is necessary in order to establish causality and uncover the complex interaction between academic self-efficacy, performance, and motivational and cognitive variables that impact it.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4f4a4ef320739ec5830a3b476f56346c927f7b2a

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Citations in the corpus

I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance (2018, background): “Longitudinal research in the self-efficacy → academic performance paradigm is comparatively sparse (Honicke & Broadbent, 2016).”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, neutral): “More recently, two reviews have found that the MSLQ is the most used instrument in SRL measurement (Roth et al., 2016) and in self-efficacy measurement (Honicke and Broadbent, 2016).”
Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics (2018, background): “Success expectancy, in turn, enhances performance, as individuals with high success expectancy tend to apply more sustained effort, and they appear to be able to do so even in the face of boredom or other distractions (e.g., Honicke & Broadbent, 2016).”
School climate, academic self-efficacy and student achievement (2020, background): “On the other hand, there is ample evidence suggesting that academic self-efficacy is positively associated with academic achievement and achievement-related outcomes in a wide range of settings (Honicke & Broadbent, 2016; Lee et al., 2014; Zimmerman et al., 1992).”
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks (2018, background): “…for mastering the challenge of successful integration into these supportive peer networks: academic self-efficacy beliefs (Bandura, 1997; Chemers, Hu, & Garcia, 2001; Honicke & Broadbent, 2016) and growth mindsets (Burnette, O'Boyle, Van Epps, Pollack, & Finkel, 2013; Dweck, 1999, 2006).”
Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety (2020, background): “Previous studies supported important others such as teachers would affect students’ motivation (Bandura, 1997; Honicke & Broadbent, 2016; Jerome et al., 2009; Pajares & Miller, 1994).”
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, background): “Honicke & Broadbent (2016) carried out a review that integrated 12 years of research on the relationship between academic self-efficacy and university student’s academic performance.”
Comparing online and blended learner's self-regulated learning strategies and academic performance (2017, background): “Self-beliefs, such as self-efficacy (Honicke & Broadbent, 2016) and motivation (Cerasoli, Nicklin & Ford, 2014), have also been found to contribute to subject grade.”
Psychosocial Factors and Community College Student Success (2017, background): “Self-efficacy has been positively linked with academic achievement and higher educational attainments for university students in recent meta-analytic work (Honicke & Broadbent, 2016).”