The Role of Self Efficacy and Self Esteem on Academic Performance Among University Students

Abstract

This study examined the Role of self-efficacy and self-esteem on academic performance among university students. Although previous research has reported positive associations between these psychological factors and academic achievement, limited research has examined their role among university students in Pakistan. Therefore, the present study investigated whether self-efficacy and self-esteem were associated with academic performance and whether they significantly predicted academic outcomes. It was hypothesized that there would be a significant relationship between self-efficacy, self-esteem, and academic performance and that self-efficacy and self-esteem would significantly predict academic performance among university students. A quantitative, cross-sectional research design was used. Using convenience sampling, 312 university students (159 females and 153 males) from different universities participated in the study through online surveys. Most participants were enrolled in undergraduate BS programs. Data were collected using the General Self-Efficacy Scale (GSES; Schwarzer & Jerusalem, 1995; α = .76 to .90) and the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965; α = .80 to .90). Academic performance was measured through students’ self-reported GPA or percentage marks. Data were analyzed using SPSS through Pearson Product-Moment Correlation and Multiple Regression analyses. The findings revealed no significant relationship between self-efficacy and academic performance (r = -.018, p > .05), self-esteem and academic performance r(310) = .056, p > .05, or self-efficacy and self-esteem r(310) = .054, p > .05). Furthermore, self-efficacy and self-esteem did not significantly predict academic performance, F(2, 309) = 0.55, p = .578, accounting for only 0.4% of the variance in academic achievement (R² = .004). Thus, both hypotheses were not supported. These findings suggest that self-efficacy and self-esteem were not significant determinants of academic performance among the university students included in the present study. The study’s limitations, recommendations for future research, and educational implications were also discussed.