I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance
Kate Talsma , Benjamin Schüz , Ralf Schwarzer , Kimberly Norris
AbstractAbstract 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.
|Journal series||Learning and Individual Differences, ISSN 1041-6080, (A 30 pkt)|
|Publication size in sheets||0.7|
|Keywords in English||Self-efficacy; Academic performance; Reciprocal effects; Cross-lagged panel analysis; Meta-analysis|
|ASJC Classification||; ;|
|Publication indicators||: 2016 = 1.335; : 2017 = 1.42 (2) - 2017=2.262 (5)|
|Citation count*||111 (2021-01-15)|
* presented citation count is obtained through Internet information analysis and it is close to the number calculated by the Publish or Perish system.