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

Honicke, Toni and Broadbent, Jaclyn 2016, The influence of academic self-efficacy on academic performance: a systematic review, Educational research review, vol. 17, pp. 63-84, doi: 10.1016/j.edurev.2015.11.002.

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Title The influence of academic self-efficacy on academic performance: a systematic review
Author(s) Honicke, Toni
Broadbent, JaclynORCID iD for Broadbent, Jaclyn orcid.org/0000-0003-4045-2039
Journal name Educational research review
Volume number 17
Start page 63
End page 84
Total pages 22
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2016-02
ISSN 1747-938X
Keyword(s) Academic self-efficacy
Academic performance
University
Student
Systematic review
Summary 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.
Language eng
DOI 10.1016/j.edurev.2015.11.002
Field of Research 130103 Higher Education
1301 Education Systems
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080434

Document type: Journal Article
Collection: School of Psychology
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