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I believe, therefore I achieve (and vice versa): a meta-analytic cross-lagged panel analysis of self-efficacy and academic performance

Citation

Talsma, K and Schuz, B and Schwarzer, R and Norris, K, I believe, therefore I achieve (and vice versa): a meta-analytic cross-lagged panel analysis of self-efficacy and academic performance, Learning and Individual Differences, 61 pp. 136-150. ISSN 1041-6080 (2018) [Refereed Article]

Copyright Statement

Copyright 2017 Elsevier Inc.

DOI: doi:10.1016/j.lindif.2017.11.015

Abstract

Self-efficacy has long been viewed as an important determinant of academic performance. A counter-position is that self-efficacy is merely a reflection of past performance. Research in the area is limited by unidirectional designs which cannot address reciprocity or the comparative strength of directional effects. This systematic review and meta-analysis considered both directions of the relationship simultaneously, pooling data from longitudinal studies measuring both academic self-efficacy and academic performance over two waves. Pooled correlations (k = 11, N = 2688) were subjected to cross-lagged path analysis that provided support for a reciprocal effects model. Performance had a net positive effect on subsequent self-efficacy (β = 0.205, p < 0.001), significantly larger than the effect of self-efficacy on performance (β = 0.071, p < 0.001). Moderator analyses indicated that reciprocity holds for adults, but not for children (in whom performance uniquely impacts subsequent self-efficacy beliefs, but not the reverse). Cross-lagged effects were stronger in studies which used methodologies consistent with recommendations of self-efficacy theorists.

Item Details

Item Type:Refereed Article
Keywords:self-efficacy, academic performance, reciprocal effects, cross-lagged panel analysis, meta-analysis
Research Division:Psychology and Cognitive Sciences
Research Group:Psychology
Research Field:Educational Psychology
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Achievement
UTAS Author:Talsma, K (Dr Kate Talsma)
UTAS Author:Schuz, B (Dr Benjamin Schuez)
UTAS Author:Norris, K (Associate Professor Kimberley Norris)
ID Code:123155
Year Published:2018
Web of Science® Times Cited:17
Deposited By:Psychology
Deposited On:2017-12-19
Last Modified:2019-04-15
Downloads:0

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