The relationship between self-efficacy and academic achievement in high school students
Open accessAbstract
Aim of the current study was to investigate the relation between self-efficacy and academic achievement in high school students. In this study, 250 students in the academic year 2010/2011 were selected by means of multistage cluster sampling and completed self-efficacy scale. To measure achievement score grade point average in classes was used. To analyze data correlation coefficient and regression analysis was used. analysis of data revealed that self-evaluation, selfdirecting and self-regulation are correlated with academic achievement. Among all variables entered in the equation model only self-evaluation and self-regulation entered the regression model explaining 10 percent variance of academic achievement in 2 steps. according to the results, self-efficacy is a considerable factor in academic achievement.
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Self-efficacy is a pivotal factor that influences students' academic performance.
“research has shown (Motlagh et al., 2011;Komarraju & Nadler, 2013;Hwang et al., 2016) the significance of recognizing self-efficacy as a pivotal factor that exerts influence on students' academic performance.”
From Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education (2025) · cites this paper as Motlagh et al., 2011
Higher self-efficacy correlates with better academic outcomes.
“Research by Motlagh et al. (2011) and Hwang et al. (2016) has demonstrated that higher self-efficacy correlates with better academic outcomes.”
From Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education (2025) · cites this paper as Motlagh et al. (2011)
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Santos, P., El Aadmi, K., Calvera-Isabal, M., & Rodríguez, A. (2025) · International Journal of Technology and Design Education · doi:10.1007/s10798-025-10001-6 · Cited by 15 · see citing works
“Research by Motlagh et al. (2011) and Hwang et al. (2016) has demonstrated that higher self-efficacy correlates with better academic outcomes.”
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- Authors
- Motlagh, S. E., Amrai, K., Yazdani, M. J., Abderahim, H. A., & Souri, H.
- Affiliations
- Islamic Azad University, Tehran (IR)
- University of Tehran (IR)
- Corresponding author
- Amrai, Kourosh
- ORCID
- Souri, Hossein
- Venue
- Procedia - Social and Behavioral Sciences
- Publisher
- Elsevier BV
- Published
- 2011
- Volume
- 15
- Pages
- 765-768
- ISSN
- 1877-0428 (ISSN-L)
- OpenAlex
- W2045607022
- Cited by
- 109
- References
- 14
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 8 · 2023: 6 · 2022: 16 · 2021: 11 · 2020: 19 · 2019: 12 · 2018: 13 · 2017: 4 · 2016: 4 · 2015: 4 · 2012: 1
- FWCI
- 1.02
- Type
- conference paper
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Procedia - Social and Behavioral Sciences (publishedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Educational Outcomes and Influences
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Keywords
- self-efficacy, academic performance, high school students, self-assessment, self-regulation, self-direction, grade point average
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