The Role of Academic Self-Efficacy in Predicting Academic Performance and Test Anxiety among Undergraduate Students

Abstract

This study investigated the predictive role of academic self-efficacy concerning academic performance and test anxiety among undergraduate students. Students from two universities were recruited through purposive sampling technique, sample consists of 150 students (M = 20.4 years, SD = 1.8; 60% women, 40%men). Two measures of academic self-efficacy and test anxiety were completed by participants, and the GPA was self-reported. According to Pearson correlation and linear regression, academic self-efficacy significantly positively predicts academic performance (β .42, p .01) and significantly negatively predicts test anxiety (β .51, p .001 Moreover, academic performance had a significant and predictive negative relationship with test anxiety (β = −.37, p < .01). These findings highlight the significance of building academic self-efficacy to facilitate students’ achievement and lower levels of academic distress associated with anxiety.