Academic Self-Efficacy and Its Effect on Academic Engagement: MetaAnalysis

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 metaanalyse 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.