earticle

영어

This meta-analysis examined academic self-efficacy in learning and its relationship to academic achievement. After an overview of the theoretical framework and current research, the results of selected studies are integrated in this paper. A PRISMA-guided systematic review was conducted in 2024 to examine the empirical evidence on the relationship between self-efficacy and academic achievement, investigate the underlying mechanisms, and assess the quality of the current evidence. Online databases were used to search for peer-reviewed articles that studied the relationship between self-efficacy and academic achievement in online courses. The results were organized into a narrative content synthesis and a meta-analysis. Twelve articles met the inclusion criteria. The overall quality of the study was quite good, with a pooled effect size of 0.36 [0.28; 0.44], indicating that self-efficacy has a moderate impact on student performance. Critical discussions based on the findings were conducted to understand methods for academic performance improvement, the implementation of educational activities, and their implications for future research.