SELF-EFFICACY AND ACADEMIC PERFORMANCE IN

UNIVERSITY STUDENTS

By
Ali
Roll # 233443

Supervised by
Dr. Afia Rasool

Bachelor in Social Science

In
Applied Psychology
At

Riphah International University

Faisalabad Campus, Faisalabad (Pakistan)
January, 2024

1
 CHAPTER 01

INTRODUCTION

1.1 Overview

The research will investigate the relationship between self-efficacy and academic

performance among university students, highlighting self-efficacy as a significant predictor of

motivation, learning engagement, and overall academic success. Numerous studies support this

correlation, emphasizing that self-efficacy influences students' ability to face challenges, set goals,

and persist in their studies (Shkullaku, 2013).

Despite the extensive international literature, there is a notable absence of research on this

topic among Pakistani university students, prompting the need for a study to fill this gap and

stimulate further inquiry. The study aims to examine the correlations between general self-efficacy

(GSE) and academic performance while exploring how these relationships may vary by age and

gender. The synopsis is structured into four sections: an introduction, a literature review, a research

design, and Appendices.

1.2 Self-Efficacy

The concept of self-efficacy is a central construct of Social Cognitive Theory which

highlights the extensive capacity of self-efficacy to influence human cognition, motivation, and

behavior considers that people who doubt their abilities avoid difficult tasks, reduce their efforts

and give up quickly in the face of difficulties, accentuate their shortcomings, lower their

aspirations, and suffer greatly from anxiety and stress. Such self-doubt diminishes performance

and generates great discomfort (Schwarzer & Luszczynska, 2008).

2
 On the contrary, individuals who consider him/herself highly self-confident and who

perceive themselves to be a highly effective act, think, and feel differently from those who perceive

themselves as ineffective. Bandura (1986) goes further and states that the results that a person

expects derive for the most part from one's judgments, in such a way that success raises

expectations of mastery, while failure raises expectations. These beliefs are pointed out by

different authors as a fundamental variable that influences socialization and academic success,

intellectual development, the use of strategies and self-regulation for learning, while increasing

motivation, self-imposition of more challenging goals, reducing emotional situations of stress and

anxiety, as well as a decrease in antisocial behaviors’ (Maddux, 2016).

According to Graham & Weiner (1996), self-efficacy stands out from the other

motivational constructs as a significant behavioral predictor. Is that so, because students’ academic

motivation and success, greatly depend on their capabilities, but also, on the extent to which they

believe in those capabilities (Ouweneel et al., 2013). Consider this, perceived self-efficacy “has

emerged as a robust predictor of motivation and performance across time, a variety of

environments, and different populations” (Komarraju, & Nadler, 2013, p. 67). On this assumption,

self-efficacy assumes a central role, considering that the self-efficacy concept refers to the “belief

in one’s capabilities to organize and execute the course of action required to produce given

attainments” (Bandura, 1997, p. 3). Particularly, academic self-efficacy has been defined as the

“personal judgments of one's capabilities to organize and execute courses of action to attain

designated types of educational performances” (Carroll et al., 2009).

3
1.3 Academic Performance

Academic performance refers to the extent to which a student achieves their educational

goals, typically measured through grades, test scores, and overall academic success (Ouweneel et

al., 2013). It is influenced by a variety of factors that can be categorized into several key areas:

1.3.1 Home Environment

The family background plays a crucial role in shaping a student's academic performance.

Supportive parenting styles, parental involvement, and financial stability can significantly impact

students' motivation and ability to succeed academically. Research indicates that a positive home

environment fosters better psychological and emotional well-being, which is conducive to learning

(Mulaudzi, 2023).

1.3.2 Study Habits

Effective study habits are essential for academic success. Students who develop strong time

management skills, utilize study aids, and engage in active learning strategies tend to perform

better academically. Poor study habits can lead to lower grades and diminished learning outcomes

(Mulaudzi, 2023).

1.3.3 Learning Skills

The ability to learn effectively is critical for academic performance. This includes

mastering learning strategies such as note-taking, concept mapping, and self-regulation

techniques. Students who actively engage with the material and apply effective learning strategies

are more likely to achieve higher academic results (Zimmerman, 1990).

4
1.3.4 Academic Interaction

Engagement with faculty and peers enhances the learning experience. Positive interactions

with instructors through advising and mentorship can motivate students and improve their

academic persistence. Building supportive relationships within the academic community

contributes to a student's overall success(Zimmerman, 1990).

1.3.5 Psychosocial Factors

Elements such as self-efficacy, motivation, and emotional intelligence also play significant

roles in determining academic performance. Students with higher self-efficacy are more likely to

set challenging goals and persist in the face of difficulties(Zimmerman, 1990).

1.4 Significance of Research

Researching self-efficacy and academic performance among university students is significant

for several reasons. First, self-efficacy is recognized as a critical predictor of students' motivation,

learning engagement, and overall academic success. Understanding how self-efficacy influences

academic performance can provide insights into enhancing educational strategies and interventions

that foster student success. Given that academic performance is vital for individual growth and

national development, identifying the factors that contribute to it is essential.

Moreover, while numerous studies globally highlight the positive correlation between self-

efficacy and academic outcomes, there is a notable lack of research in specific contexts, such as

Portugal. This gap presents an opportunity to explore the unique dynamics of self-efficacy within

different cultural and educational settings. By investigating this relationship, researchers can

5
contribute to the existing literature and stimulate further studies that address the mechanisms

supporting academic performance.

Additionally, understanding the role of self-efficacy in academic contexts can help educators

and policymakers develop targeted programs that enhance students' confidence in their abilities,

ultimately leading to improved academic outcomes. This research can inform practices that support

individual students and broader educational frameworks aimed at increasing retention rates and

graduation success.

1.5 Research Questions

1. What is the relationship between self-efficacy and Academic Performance among

university students?

2. Does general self-efficacy predict Academic performance in University Students?

3. Are there any gender differences in self-efficacy and Academic performance among

university students?

1.6 Objectives of Research

1. To check the relationship between self-efficacy and academic performance among

university students.

2. To investigate to impact of Self-efficacy on Students academic performance.

3. To find out the gender differences in self-efficacy and academic performance among

university students.

6
1.7 Hypothesis of Research

1. There would be a significant relationship between self-efficacy and academic performance

among university students.

2. Self-efficacy-would be a significant predictor for academic performance among university

students.

3. There will be significant gender differences in Self-efficacy and academic performance

among university students.

7
 CHAPTER 02

LITERATURE REVIEW

A research conducted on "Self-efficacy and academic performance in higher education: a

case study" by Elisa Figueiredo, Cecilia Fonseca, and Teresa Paiva investigates the relationship

between self-efficacy and academic performance among students at a Portuguese higher education

institution. The research highlights self-efficacy as a significant predictor of student achievement.

It builds on existing literature that links general self-efficacy (GSE) and social self-efficacy (SSE)

to academic outcomes, considering factors like age and gender. The study aims to explore how

GSE and SSE correlate with academic performance. A quantitative, descriptive, and cross-

sectional approach was employed, surveying students enrolled in the 2021/22 academic year.

Findings reveal that students with high GSE perform better academically than those with lower

GSE, while no significant correlation was found between SSE and academic performance. The

study concludes that enhancing GSE could improve student outcomes, suggesting targeted

strategies for educational institutions (Figueiredo et al., 2024).

Another research conducted on the Role of Academic Self-Efficacy in Predicting

Mathematical Confidence among University Students in Light of Some Demographic and

Academic Variables explores the influence of academic self-efficacy on students' confidence in

mathematics, considering various demographic and academic factors. The introduction

emphasizes the critical role self-efficacy plays in academic success, particularly in mathematics.

The literature review highlights previous findings that link self-efficacy with academic

performance and identifies demographic variables such as age and gender as influential. The study

aims to assess how academic self-efficacy predicts mathematical confidence among university

8
students. Utilizing a quantitative methodology, the researchers administered surveys to collect data

on students' self-efficacy beliefs and their confidence levels in mathematics. The results indicate a

strong positive correlation between academic self-efficacy and mathematical confidence,

suggesting that enhancing students' self-efficacy could lead to improved confidence in

mathematics, ultimately benefiting their academic performance. This study underscores the

importance of fostering self-efficacy in educational settings (Alnaimi et al., n.d.).

The study on Students' Self-Efficacy and Resilience in An Online Environment in a Post-

Pandemic" by D. Iliško, J. Badjanova, and L. Leikuma-Rumicāne investigates the impact of the

COVID-19 pandemic on students' self-efficacy and resilience within online learning

environments. The introduction highlights the significant shift to online education due to the

pandemic, necessitating a reevaluation of teaching methodologies. The literature review discusses

the importance of self-efficacy and resilience as psychological constructs that influence students'

ability to adapt to new learning modalities. Methodologically, the researchers employed a

questionnaire alongside focus group interviews to assess stress resilience and self-efficacy among

students in higher education. Findings indicate that students have generally adapted well to online

learning, demonstrating sufficient stress resilience and effective coping strategies. Notably, the

highest scores were associated with Reflecting and Adaptive Help-Seeking, suggesting that

students are capable of seeking support when faced with challenges. Conversely, negative

emotional responses were reported by nearly half of the participants, indicating varied adaptability

levels. The study concludes that while many students have developed strong resilience skills, the

pandemic's long-term effects continue to shape their educational experiences, emphasizing the

need for learner-centered approaches in future educational frameworks (Iliško et al., 2024).

9
 The study on Parental Self-Efficacy in School-related Performance: Development and

Association with Academic Achievement during Secondary School" by C. Lunetti, C. Pastorelli,

A. Zuffianò, and M. Gerbino explores the relationship between parental self-efficacy and students'

academic performance during secondary education. The introduction emphasizes the critical role

of parental involvement in shaping children's educational outcomes, particularly in a secondary

school context. The literature review highlights existing research on parental self-efficacy, noting

its significance in fostering supportive home environments conducive to academic success.

Methodologically, the researchers used a longitudinal design to collect data through surveys that

assessed parental self-efficacy and students' academic achievements over time. Results indicate a

strong positive correlation between high levels of parental self-efficacy and improved academic

performance among students, suggesting that parents who believe in their ability to support their

children’s education contribute significantly to their academic success. Moreover, the findings

reveal that parental self-efficacy not only influences direct educational outcomes but also enhances

the overall school-related performance of adolescents. The study concludes by advocating for

interventions aimed at boosting parental self-efficacy as a means to improve student achievement

in secondary education (Lunetti et al., 2024).

The study "Mediating Role of Academic Self-Efficacy and Academic Emotions in the

Relationship Between Teacher Support and Academic Achievement" by B. Xu examines how

academic self-efficacy and emotions mediate the relationship between perceived teacher support

and students' academic performance. The introduction underscores the critical role that teacher

support plays in fostering a conducive learning environment, particularly in enhancing students'

motivation and achievement. The literature review highlights previous research linking teacher

support to student outcomes, emphasizing the importance of self-efficacy and emotional responses

10
in this dynamic. Methodologically, the study employs a quantitative approach, utilizing surveys to

gather data on students' perceptions of teacher support, their self-efficacy beliefs, emotional states,

and academic achievements. Findings reveal that both academic self-efficacy and positive

academic emotions significantly mediate the relationship between teacher support and academic

achievement, indicating that supportive teaching practices enhance students' confidence and

emotional engagement, which in turn boosts their performance. The study concludes by advocating

for strategies that enhance teacher-student relationships to foster self-efficacy and positive

emotions, ultimately improving student academic outcomes (Lunetti et al., 2024).

11
 CHAPTER 03

RESEARCH METHODOLOGY

3.1 Research design

A research design that will be used to do this research is a Cross-sectional research design.

3.2 Population

The population that is targeted is university students from different universities in

Faisalabad. The age range will be 18 to 30 years old. The sample size will be 100.

3.3 Operational definition

3.3.1 Self-Efficacy

Self-efficacy is defined by psychologist Albert Bandura as an individual's belief in their

ability to execute behaviors necessary to achieve specific performance attainments. He posits that

self-efficacy influences the goals people set, the energy they expend towards achieving those goals,

and their likelihood of success in various tasks. Bandura emphasizes that self-efficacy serves as

a self-regulatory function, guiding individuals on when to attempt tasks and when to refrain from

them. This concept underscores the importance of confidence in one's capabilities as a determinant

of motivation and behavior (Lunetti et al., 2024).

3.3.2 Academic Performance

Academic performance refers to the extent to which a student achieves their educational

goals, typically measured through grades, test scores, and overall academic success (Lunetti et al.,

2024).

12
3.4 Instruments

Standardized scales will be used to measure the two variables being used in this research.

3.4.1 New General Self-Efficacy Scale

The New General Self-Efficacy Scale, developed by Chen, Gully, and Eden (2001), is a

brief instrument designed to assess an individual’s self-efficacy or belief in their ability to succeed

across various tasks. Comprising 8 items, the scale employs a 5-point Likert-type format ranging

from "strongly disagree" to "strongly agree," enabling participants to express their confidence in

achieving personal goals and overcoming challenges. The total score is derived by averaging the

responses, providing a quantifiable measure of self-efficacy. Suitable for adults, the scale takes

less than three minutes to complete and is accessible for individuals with a reading level of grades

6-8. Validated through rigorous research, it demonstrates strong psychometric properties, making

it a reliable tool for practitioners assessing self-efficacy in diverse contexts, particularly in

programs aimed at addressing mobility from poverty (Chen et al., 2001).

3.4.2 Academic Performance Scale

The Academic Performance Questionnaire (APQ), developed by Carson Birchmeier,

Emily Grattan, Sarah Hornbacher, and Christopher McGregory from Saginaw Valley State

University, consists of eight items designed to evaluate students' academic engagement and

performance using a 5-point Likert scale. An example item is "I actively participate in every

discussion," with responses ranging from Strongly Agree to Disagree Strongly. The APQ

demonstrates strong psychometric properties, featuring an internal consistency reliability of 0.89

and a test-retest reliability of 0.85, indicating its stability over time. Furthermore, the questionnaire

13
exhibits satisfactory concurrent validity, making it a valuable tool for researchers interested in

assessing academic performance among students. Scoring ranges from 0 to 40, categorizing

performance as Excellent (33-40), Good (25-32), Moderate (17-24), Poor (9-16), and Failing (0-

8) (Murray, 2015)

3.5 Procedure

Approval from the Institutional Review Board will be obtained and then Participants from

the targeted population will be approached from different universities located in Faisalabad.

Participants will be briefed about the nature and the purpose of the research and they will be also

informed about possible usage of the collected demographical and survey data and they will be

assured of their confidentiality and privacy. Standardized scales will be provided to the participants

from the targeted population and instructions will be given data will be collected and then analyzed

in SPSS and at last will be reported in the material form.

3.5 Data analysis

Pearson correlation will be checked by running the analysis on the SPSS version. 23.

Multiple regression will be also checked and a t-test will be used to find any differences between

male and female participants of the research.

3.6 Ethical consideration

As per the laws of APA, the privacy and confidentiality of the research participants will be

secured, participants will be given consent and verbal and written consent will be obtained.

14
3.7 Limitations

1. The research typically establishes correlations between Self-Efficacy and academic

performance, but correlation does not imply causation. Other factors may contribute to both

variables and establishing a causal relationship requires more rigorous study designs.

2. The research sample that is required sample is low and should be enhanced in future

research studies.

3. Due to shortage of time and limited resources data cannot be gathered through qualitative

measures.

3.8 Tentative timeline

1. Synopsis will be presented to the research supervisor and will be approved.

2. Participants will be approached; a consent form will be provided and consent will be taken.

3. Participants will be given the standardized scales of Self-Efficacy and academic

performance.

4. Data will be gathered from the targeted population.

5. Data will be arranged.

6. Data will be entered into the SPSS 23.

7. Descriptive statistics will be applied and will be checked using SPSS 23.

8. Pearson Correlation and linear regression will be checked in the SPSS 23.

9. Two sample t-tests will be run to find out possible differences between male and female

participants using SPSS 23.

10. Research results and findings will be documented according to APA format.

11. An APA-styled document of research will be submitted to the supervisor.

15
 References

Alnaimi, I. A., Alenezi, A. K., El Gaberkassem, A. E. M., Shindi, Y. A. A., & Al-Zboon, H. S.

(n.d.). The Role of Academic Self-Efficacy in Predicting Mathematical Confidence among

University Students in Light of Some Demographic and Academic Variables.

Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie, J., Gordon, L., & Bower, J. (2009).

Self-efficacy and academic achievement in Australian high school students: The

mediating effects of academic aspirations and delinquency. Journal of Adolescence,

32(4), 797–817.

Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale.

Organizational Research Methods, 4(1), 62–83.

Figueiredo, E., Fonseca, C., & Paiva, T. (2024). Self-efficacy and academic performance in

higher education: A case study. European Public & Social Innovation Review, 9, 1–16.

Iliško, D., Badjanova, J., Leikuma-Rumicāne, L., & Vitola, Z. (2024). Students’ Self-Efficacy

and Resilience in An Online Environment in a Post-Pandemic. Language. Culture.

Politics. International Journal, 1, 81–97.

Lunetti, C., Pastorelli, C., Zuffianò, A., Gerbino, M., Thartori, E., Favini, A., Basili, E., Cirimele,

F., & Remondi, C. (2024). Parental Self-efficacy in School-related Performance:

Development and Association with Academic Achievement during Secondary School.

Journal of Child and Family Studies, 33(3), 849–862.

Maddux, J. E. (2016). Self-efficacy. In Interpersonal and intrapersonal expectancies (pp. 41–

46). Routledge.

Mulaudzi, I. C. (2023). Factors Affecting Students’ Academic Performance: A Case Study of the

University Context. Journal of Social Science for Policy Implications, 11(1), 18–26.

16
Ouweneel, E., Schaufeli, W. B., & Le Blanc, P. M. (2013). Believe, and you will achieve:

Changes over time in self‐efficacy, engagement, and performance. Applied Psychology:

Health and Well‐Being, 5(2), 225–247.

Schwarzer, R., & Luszczynska, A. (2008). Self efficacy. Handbook of Positive Psychology

Assessment, 2(0), 7–217.

Shkullaku, R. (2013). The relationship between self-efficacy and academic performance in the

context of gender among Albanian students. European Academic Research, 1(4), 467–

478.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview.

Educational Psychologist, 25(1), 3–17.

17
APPENDICES

18
19
20
21
22