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Abstract

Self-efficacy has long been viewed as an important determinant of academic performance. A counter-position isthat self-efficacy is merely a reflection of past performance. Research in the area is limited by unidirectionaldesigns which cannot address reciprocity or the comparative strength of directional effects. This systematicreview and meta-analysis considered both directions of the relationship simultaneously, pooling data fromlongitudinal studies measuring both academic self-efficacy and academic performance over two waves. Pooledcorrelations (k = 11, N = 2688) were subjected to cross-lagged path analysis that provided support for a reciprocaleffects 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 performanceuniquely impacts subsequent self-efficacy beliefs, but not the reverse). Cross-lagged effects were stronger instudies which used methodologies consistent with recommendations of self-efficacy theorists.

Item Type:	Article
Authors/Creators:	Talsma, KL and Schuz, B and Schwarzer, R and Norris, K
Keywords:	Self-efficacy Academic performance Reciprocal effects Cross-lagged panel analysis Meta-analysis
Journal or Publication Title:	Learning and Individual Differences
Publisher:	Elsevier Science Bv
ISSN:	1041-6080
DOI / ID Number:	https://doi.org/10.1016/j.lindif.2017.11.015
Copyright Information:	Copyright 2017 Elsevier Inc.
Related URLs:	Google Scholar: Talsma, K Google Scholar: Schuz, B UTAS Profile: Schuz, B Google Scholar: Norris, K UTAS Profile: Norris, K
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