Academic Self Efficacy as a Predictor of Academic Achievement of Students in Pre Service Teacher Training Programs - Abstract - Keywords

Oct 15, 2026

The study examines how academic self-efficacy relates to academic achievement among students in pre service teacher training programs. It also compares self-efficacy levels between learners in regular degree programs and those in self-supporting degree programs. Data were collected from 135 students using a survey method. Findings show a significant positive correlation between academic self-efficacy and achievement, with regular-program students reporting higher self-efficacy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

Self-efficacy and academic self-efficacy

Sources of self-efficacy (Bandura)

Evidence from prior research

Academic Self Efficacy as a Predictor of Academic Achievement of Students in Pre Service Teacher Training Programs Maliha Nasir * and Sarwat Iqbal** Abstract The study was designed to examine relationship between academic self-efficacy and academic achievement of students in pre service teacher training programs. The study also aimed to explore difference in the self efficacy level of students enrolled in regular and self-supporting degree programs. The sample of the study consisted of 135 students enrolled in two teacher training programs in the Department of Elementary Education, Institute of Education and research, Punjab University. Survey method was used for data collection. Results revealed a significant positive correlation between academic self-efficacy and academic achievement of the students. Students enrolled in regular degree program had higher level of academic self-efficacy than students enrolled in self-supporting programs. The study revealed that over estimation of one’s capabilities may deteriorate the level of performance. Keywords: Academic Self-efficacy, Academic achievement, Pre service teacher training, Self-supporting programs. *Assistant Professor, Institute of Education, University of Azad Jammu and Kashmir. [E-mail: malihanasir@hotmail.com](E-mail: malihanasir@hotmail.com) **University of Education, Lahore Introduction University students are required to be involved actively in their learning process and take independent responsibility of their learning. They have to set some goals and make effort to achieve these goals. The most important goal of a student is good academic performance which may be influenced by various factors. One of these factors may be their belief of being successful in getting good grades. An individual’s belief about being successful on a particular task or achieving a goal may influence the performance on that task. Bandura (1997) named this belief as self-efficacy. Self-efficacy is also defined in terms of confidence in individual’s ability which influences task performance (Köseoğlu, 2015) . One cannot master everything, individuals have different areas in which they cultivate their self-efficacy, therefore,“the efficacy belief system is not a global trait but a differentiated set of self-beliefs linked to distinct realms of functioning”(Bandura, 2006, p.307) . As university students’ area of functioning is related to their academic tasks, their efficacy beliefs may be referred to as academic self-efficacy. Academic Self-Efficacy may be defined as one’s belief to achieve desired level of performance in academic tasks (Sharma & Nasa, 2014) . Ayiku (2005) defined academic self-efficacy as a “construct where a student’s intellectual performance is based on the development of cognitive skill and his or her perceived self-efficacy” (p.21) . Students can develop academic selfefficacy through improvement in cognitive skills that requires applying learned skills in one area to another area. Bandura (1997) asserted that a student’s success in accomplishing a task is strongly affected by the belief in his or her ability to accomplish the task. According to Bandura (1994) self-efficacy develops through four main sources. 1. Mastery Experience: Individuals develop a strong belief in their personal efficacy when they are successful, while failure weakens this belief. 2. Vicarious Experience: The vicarious experiences provided by social models strengthen self-beliefs of efficacy. When individuals observe someone similar succeeding through sustained effort, their beliefs raise that they also can succeed. Similarly, others' failure lowers observers' self-efficacy. 3. Social Persuasion: When Individuals are verbally persuaded that they can achieve given goals, they are likely to do sustained effort. On the other hand, selfdoubts and thinking about personal deficiencies lowers effort level. 4. Moods: Emotional states of people influence the estimate of their potent

FAQs

What is the main purpose of the study?

The study investigates the relationship between academic self-efficacy and academic achievement in pre service teacher training programs and compares self-efficacy levels across program types.

How many students participated, and how was data collected?

The sample included 135 students enrolled in two teacher training programs. Data were collected using a survey method.

What relationship did the study find between academic self-efficacy and achievement?

The study found a significant positive correlation between academic self-efficacy and academic achievement.

Oct 15, 2026

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