Updated Meta-Analysis of Self-Efficacy Interventions in Higher Education

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-4 - Examining and Facilitating Student Self-Efficacy: Experiences of Marginalized Populations

Abstract

A meta-analysis of the self-efficacy interventions with undergraduate students in an effort to effect academic achievement literature between 2004 and 2018 was conducted. In total there were 27 studies, involving 6291 college students, included in this study. The purpose of this meta-analysis was to clarify the measures that colleges and universities were taking to increase students’ self-efficacy. More importantly, this study would help practitioners design successful self-efficacy interventions to increase students’ academic performance and retention. Despite the various type of intervention, studies showed that students with higher self-efficacy outperform their peers. The overall results suggested that the interventions had a medium positive influence on self-efficacy and a small positive influence on academic achievement without gender differences.

Authors

• Wenyan(Emma) Jiang Erzincanli, University of San Francisco

• Patricia L. Busk, University of San Francisco

• Polin Yadak, City College of San Francisco