The study, evaluation, and improvement of university student self-efficacy

2015/02/03 by Kathryn Bartimote-Aufflick, Adam Bridgeman, Adam J. Bridgeman +3 · 2 citations
Psychology · Social Sciences · #Innovative Teaching Methods #Innovative Teaching and Learning Methods #Online and Blended Learning

paper · doi:10.1080/03075079.2014.999319

openalex publication_date 2015/02/03 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/02

Abstract

In this review of 64 articles published since the year 2000, a strong association between self-efficacy and student learning outcomes was apparent. Self-efficacy is also related to other factors such as value, self-regulation and metacognition, locus of control, intrinsic motivation, and strategy learning use. The review revealed that university student self-efficacy is higher under certain conditions than others, and that it can be improved. Examples of teaching strategies that may be used to improve self-efficacy are outlined. In screening articles for inclusion in the review, several conflicting definitions of self-efficacy arose. Clarification on the meaning and scope of the self-efficacy term is provided. The interpretation of the results of some studies reviewed was limited by design or analysis issues. Suggestions for addressing these issues in future research and evaluation work is given.

Citations

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Cited by

• Relaciones entre clima motivacional de clase, autoeficacia y rendimiento académico en clases numerosas y reducidas de primer año universitario
• AI as a debate coach: A mixed-methods analysis of student self-efficacy and perceptions in an AI-assisted debate

Related

• Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions
• Understanding Self-Efficacy: The Foundation for Personal and Academic Success
• The Importance of Self: Developing Students’ Self Efficacy Through Work Integrated Learning
• Perceived Self-Efficacy in Cognitive Development and Functioning
• Self-Efficacy Beliefs in Academic Settings