Promoting Academic Achievement: The Role of Self-efficacy in Predicting Students’ Success in the Higher Education Settings

Abstract

Self-efficacy forms a major factor that influences many life aspects, as a result, it has been researched by many psychologists and educators worldwide from different perspectives. Embracing the context of Bandura’s Self- efficacy Theory as a theoretical framework, this quantitative empirical research paper introduces an overview of the role that self–efficacy plays in shaping higher education students’ academic achievement among a diverse group of college students. The diverse group comprises 374 students who took part in this research study and responded to the General Self–efficacy Scale (GSE) to disclose the perception of their self-efficacy and the ability to perform the required academic tasks. Multiple analysis techniques including Descriptive analysis, Pearson Correlation Coefficient, t-test for independent sample, and Simple Linear Regression were conducted to achieve the paper’s objectives. Data analysis demonstrated a strong positive correlation between students’ general self–efficacy and academic achievement. Moreover, students’ self–efficacy was found as a significant predictor of students’ academic achievement. Findings indicated that no gender-based differences in students’ general self-efficacy among higher education students. The discoveries of this research study can be implemented in instructional designing, curriculum development, and college counseling services to promote students’ academic achievement.