Determinants of Self-Efficacy on Undergraduate Academic Achievement

Abstract

This research focuses on the main theme of the determinants of self-efficacy on undergraduate academic achievement, particularly considering the Trincomalee Campus, Eastern University, Sri Lanka. Self-efficacy refers to people who believe in their own capabilities and abilities to accomplish a given task. When it comes to undergraduates in the university system, they are valuable stakeholders. Nowadays, the student-centered learning approach is practiced by universities, it is to be responsible for their own pedagogical progress. Their self-efficacy helps them to manifest themselves and achieve their academic performance. Therefore, self-efficacy plays a vital role in their academic achievement. Identify the objectives of this research, to discover the relationship between self-efficacy and academic achievement, to what extent does self-efficacy influence on academic achievement and to recognize the attitudes that play a role in mediating the relationship between self-efficacy and academic achievement. A particularly representative sample was selected from undergraduate management students at the Trincomalee Campus. The selected sample size is 234. Conceptual variables cover performance accomplishment, vicarious experience, verbal persuasion, physiological & emotional state, attitudes, and academic achievement. The researcher use the Sobel test for the data analysis. Based on the results, the main influencing factors are verbal persuasion and performance accomplishment. Academic achievement is not significantly related to physiological & emotional state and vicarious experience.