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Cited by 2,309Education, Achievement, and GiftednessGrit, Self-Efficacy, and MotivationInnovative Teaching and Learning Methods

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation.

Multon, Karen D., Brown, Steven D., Lent, Robert W.·1991·Journal of Counseling Psychology
DOI 10.1037/0022-0167.38.1.30
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Crossref · 10.1037/0022-0167.38.1.30

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2 of 2 references verified0 citation errors · 0 not checkable

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  • Multon and Brown found that the overall effect size of self-efficacy on performance was .38, accounting for about 14% of variance in academic performance.

    “They found that the overall effect size of self-efficacy on performance was .38,thus students' self-efficacy beliefs accounted for about 14% of the variance in their academic performance.”

    From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Multon & Brown, 1991

  • Multon and Brown found that the effect size of self-efficacy on persistence was .34, accounting for approximately 12% of variance in students' persistence.

    “Similarly, the effect size of self-efficacy on persistence was found to be .34,thus accounting for approximately 12% of the variance in students' persistence.”

    From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Multon & Brown, 1991

  • Multon and Brown's meta-analysis found that self-efficacy accounted for approximately 14% of the variance in mathematical achievement and hypothesized that self-efficacy and performance accomplishments possessed a reciprocal relationship, with each positively affecting the other.

    “Multon and Brown's (1991) metaanalysis found that self-efficacy accounted for approximately 14% or the variance in mathematical achievement and hypothesized that self-efficacy and performance accomplishments possessed a reciprocal relationship, with each positively affecting the other (Schunk et al., 2008).”

    From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Multon & Brown, 1991

  • Robust self-efficacy promotes active learning strategies, intrinsic motivation, and deep engagement that produce achievement gains.

    “Robust self-efficacy promotes active learning strategies, intrinsic motivation, and deep engagement that produce achievement gains (Cleary & Zimmerman, 2006;Multon et al., 1991;Richardson et al., 2012).”

    From The Potential of Exam Wrappers in Higher Education Assessment Practice: Fostering Self-Efficacy Through Guided Self-Reflection (2025) · cites this paper as Multon et al., 1991

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Metadata

Authors
Multon, K. D., Brown, S. D., & Lent, R. W.
Affiliations
University of Missouri (US)
ORCID
Venue
Journal of Counseling Psychology
Publisher
American Psychological Association (APA)
Published
1991-01
Volume
38
Issue
1
Pages
30-38
ISSN
  • 0022-0167 (ISSN-L)
  • 1939-2168
DOI
10.1037/0022-0167.38.1.30
OpenAlex
W2039840987
Cited by
2,309
References
2
Citations by year
2026: 45 · 2025: 66 · 2024: 77 · 2023: 65 · 2022: 104 · 2021: 101 · 2020: 117 · 2019: 124 · 2018: 112 · 2017: 119 · 2016: 157 · 2015: 128 · 2014: 110 · 2013: 120 · 2012: 130
FWCI
13.33
Type
journal article
Language
en
Open access
closed
Locations
Journal of Counseling Psychology (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
self-efficacy, educational outcomes, academic performance

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