Abstract
<p>Self-efficacy forms a major factor that influences many life aspects, as a result, it has been researched by many psychologists and educators worldwide from different perspectives. Embracing the context of Bandura&rsquo;s Self- efficacy Theory as a theoretical framework, this quantitative empirical research paper introduces an overview of the role that self&ndash;efficacy plays in shaping higher education students&rsquo; academic achievement among a diverse group of college students. The diverse group comprises 374 students who took part in this research study and responded to the General Self&ndash;efficacy Scale (GSE) to disclose the perception of their self-efficacy and the ability to perform the required academic tasks. Multiple analysis techniques including <em>Descriptive analysis</em>, <em>Pearson Correlation Coefficient</em>, <em>t-test</em> for independent sample, and <em>Simple Linear Regression</em> were conducted to achieve the paper&rsquo;s objectives. Data analysis demonstrated a strong positive correlation between students&rsquo; general self&ndash;efficacy and academic achievement. Moreover, students&rsquo; self&ndash;efficacy was found as a significant predictor of students&rsquo; academic achievement. Findings indicated that no gender-based differences in students&rsquo; general self-efficacy among higher education students. The discoveries of this research study can be implemented in instructional designing, curriculum development, and college counseling services to promote students&rsquo; academic achievement.</p>
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