Academic Self-Efficacy and Its Effect on Academic Engagement: Meta-Analysis

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Instruction Pub Date : 2024-01-01 DOI:10.29333/iji.2024.17115a

Siti Fatimah, F. Murwani, Ika Andrini Farida, Imanuel Hitipeuw*

{"title":"Academic Self-Efficacy and Its Effect on Academic Engagement: Meta-Analysis","authors":"Siti Fatimah, F. Murwani, Ika Andrini Farida, Imanuel Hitipeuw*","doi":"10.29333/iji.2024.17115a","DOIUrl":null,"url":null,"abstract":"Previous scholars have explored the effect of self-efficacy on academic engagement. Self-efficacy positively affects academic engagement. However, it is not known whether the impact of self-efficacy on academic engagement differs significantly depending on potential moderator variables. The study aimed to meta-analyse correlational studies on self-efficacy and academic engagement between 2015 and 2022. Meta-analysis was used to examine correlation studies on the effect of self-efficacy on academic engagement. The meta-analysis calculated 68 effect sizes for the 24 studies. In accordance with the PRISMA guidelines, this investigation was conducted in various phases, including problem identification, data collection, screening, evaluation, and extraction. The information was obtained from peer-reviewed journals indexed in databases such as Scopus, EBSCOhost, ProQuest, and Eric searching for articles published in the field. Data analysis was performed using JASP. The study found that the random effects model and the effect size were significant, with a moderate average effect size (d=0.54). The results also indicate that the effects of self-efficacy on academic engagement vary significantly depending on geographical regions. The results have pedagogical implications since they suggest that increasing the academic engagement of learners requires increasing academic self-efficacy and noticing the geographical regions of learners. Keywords: self-efficacy, academic engagement, meta-analysis, academic self-efficacy","PeriodicalId":46858,"journal":{"name":"International Journal of Instruction","volume":"87 16","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.29333/iji.2024.17115a","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Previous scholars have explored the effect of self-efficacy on academic engagement. Self-efficacy positively affects academic engagement. However, it is not known whether the impact of self-efficacy on academic engagement differs significantly depending on potential moderator variables. The study aimed to meta-analyse correlational studies on self-efficacy and academic engagement between 2015 and 2022. Meta-analysis was used to examine correlation studies on the effect of self-efficacy on academic engagement. The meta-analysis calculated 68 effect sizes for the 24 studies. In accordance with the PRISMA guidelines, this investigation was conducted in various phases, including problem identification, data collection, screening, evaluation, and extraction. The information was obtained from peer-reviewed journals indexed in databases such as Scopus, EBSCOhost, ProQuest, and Eric searching for articles published in the field. Data analysis was performed using JASP. The study found that the random effects model and the effect size were significant, with a moderate average effect size (d=0.54). The results also indicate that the effects of self-efficacy on academic engagement vary significantly depending on geographical regions. The results have pedagogical implications since they suggest that increasing the academic engagement of learners requires increasing academic self-efficacy and noticing the geographical regions of learners. Keywords: self-efficacy, academic engagement, meta-analysis, academic self-efficacy

查看原文本刊更多论文

学术自我效能感及其对学术参与的影响：元分析

以往的学者探讨了自我效能感对学术参与的影响。自我效能感对学术参与度有积极影响。然而，自我效能感对学业投入的影响是否会因潜在的调节变量不同而有显著差异，目前尚不清楚。本研究旨在对2015年至2022年间有关自我效能感和学术投入的相关研究进行元分析。元分析用于考察自我效能感对学术参与度影响的相关研究。元分析计算出了 24 项研究的 68 个效应大小。根据 PRISMA 指南，本次调查分多个阶段进行，包括问题识别、数据收集、筛选、评估和提取。资料来源于 Scopus、EBSCOhost、ProQuest 等数据库收录的同行评审期刊，以及 Eric 搜索该领域发表的文章。数据分析使用 JASP 进行。研究发现，随机效应模型和效应大小显著，平均效应大小为中等（d=0.54）。研究结果还表明，自我效能感对学业参与度的影响因地理区域的不同而存在显著差异。这些结果具有教学意义，因为它们表明，提高学习者的学业参与度需要提高学业自我效能感，并注意到学习者的地理区域。关键词：自我效能；学术参与；荟萃分析；学术自我效能

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Instruction EDUCATION & EDUCATIONAL RESEARCH-

自引率

38.90%

发文量

244

审稿时长

12 weeks

期刊介绍： nternational Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.