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

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 direc...

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Bibliographic Details
Published in:Learning and individual differences 2018-01, Vol.61, p.136-150
Main Authors: Talsma, Kate, Schüz, Benjamin, Schwarzer, Ralf, Norris, Kimberley
Format: Article
Language:English
Subjects:
Academic performance
Cross-lagged panel analysis
Meta-analysis
Reciprocal effects
Self-efficacy
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Summary: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
ISSN:1041-6080
1873-3425
DOI:10.1016/j.lindif.2017.11.015