Belief and achievement
Examining the interplay between academic self-efficacy and weekly academic experiences
Bibliographic Data
| ID | 9405342 |
|---|---|
| Authors | Nithila R Ramesh (Eindhoven University of Technology, corresponding author), Nithila Ramesh, Nancy Sin (0000-0003-2519-7797, Tilburg University), Patrick Klaiber (0000-0002-1957-1140) |
| Year | 2026 |
| Volume | 263 |
| Pages | 106300-106300 |
| Publication date | 2026-01-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2026.106300 |
| PMID | 41576796 |
| OpenAlex | W7125620110 |
| Language | EN |
| References cited | 51 |
Academic self-efficacy is theorised to foster favourable academic outcomes. While academic self-efficacy is believed to have a reciprocal relationship with academic mastery experiences, longitudinal naturalistic investigations are currently lacking. Further, little is known about the short-term relationship between academic self-efficacy and academic failure experiences. This study fills this gap by examining the prospective within-person bidirectional relationships between academic self-efficacy and weekly academic mastery and failure experiences, through a weekly diary study conducted across six weeks in a sample of 153 undergraduates. Investigating the antecedents and consequences of short-term fluctuations in academic self-efficacy has considerable practical relevance, as it can inform efforts to support students' performance, persistence, and overall well-being. Data was analysed using random-intercept cross-lagged panel models. Contrary to expectations, results showed that weekly fluctuations in academic experiences were not prospectively linked to fluctuations in self-efficacy and likewise, fluctuations in self-efficacy were not prospectively linked to fluctuations in academic experiences. Thus, our results provide no evidence for prospective bidirectional associations between minor academic experiences and self-efficacy. However, students' self-efficacy expectations for the upcoming week were associated with their reports of academic experiences during the previous week, measured simultaneously. This suggests that short-term fluctuations in academic self-efficacy may be interlinked with immediate successes and failures. The absence of weekly cross-lagged effects and the presence of concurrent effects between academic self-efficacy and experiences can inform researchers and educators on the timescale of any short-term effects of minor academic experiences
Academic achievement · Academic writing · Academic year · Learning development · Longitudinal study · Minor (academic · Reciprocal · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Perfectionism, Procrastination, Anxiety Studies
A Procedure for Evaluating Sensitivity to Within-Person Change
Academic self-efficacy
Effect size guidelines for cross-lagged effects.
Sources of self-efficacy in mathematics
A comparison of full information maximum likelihood and multiple imputation in structural equation modeling with missing data.
The influence of academic self-efficacy on academic performance
Relation of self-efficacy beliefs to academic outcomes
Sources of self-efficacy
I believe, therefore I achieve (and vice versa)
Index Construction with Formative Indicators
Achievement Emotions and Academic Performance
Cutoff criteria for fit indexes in covariance structure analysis
A critique of the cross-lagged panel model.
Prospect Theory
Fitting Linear Mixed-Effects Models Using lme4
The Control-Value Theory of Achievement Emotions
LmerTest Package
Evaluation of Goodness-of-Fit Tests in Random Intercept Cross-Lagged Panel Model
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson
Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners
Dynamic Approaches to Emotions and Stress in Everyday Life
Self-efficacy
Explaining variance in self-efficacy among adolescents
Validation of the Short Form of the Academic Procrastination Scale
Differential roles of neuroticism, extraversion, and event desirability for mood in daily life
A comparison of self-esteem lability and low trait self-esteem as vulnerability factors for depression
Regulation of cognitive processes through perceived self-efficacy
Effects of prior success and failure on expectations of success and subsequent performance
Bad is Stronger than Good
The contribution of personality traits and self-efficacy beliefs to academic achievement
| Citation velocity | historical |
|---|---|
| Highly cited | No |