Levels Of Academic Self-efficacy Research Articles

Gratitude, academic self-efficacy, and well-being outcomes among Filipino undergraduate students

Existing literature has shown that gratitude matters for students’ well-being outcomes. However, there is limited research underscoring the learning processes that account for the mental health benefits of gratitude. This research explored the association of gratitude with life satisfaction and psychological well-being and whether gratitude would have indirect effects on such well-being outcomes via its link to academic self-efficacy through a structural equation modeling approach. Five-hundred eighty-one Filipino undergraduate students ( M age = 20.00; SD age = 2.95) from two universities in the Philippines participated in this investigation. Results showed that gratitude was linked to greater perceived life satisfaction and psychological well-being through its association with higher levels of academic self-efficacy. This study reinforces extant evidence on the psychological and mental health payoffs associated with feeling grateful.

Mothers' parenting styles, academic self-efficacy and academic performance: Chinese-Spanish Cross-Cultural Study

This study aims at investigating and highlighting the diversity in mothers' parenting style and self-esteem and their correlations with academic achievements across cultural contexts. A total of 200 university students (100 from China and 100 from Spain) was taken by means of the purposive sampling method. During the course of the 2021-2022 Academic Year, the Parenting Style Scale (S-EMBU) and Academic Self-Efficacy Scale (ASES) were used to assess mothers' parenting styles and self-efficacy. It was found out that there were several cultural differences in the way parents approach their children, with the Spanish mothers applying warm and affectionate attitudes and the Chinese parents using stricter methods. As for the difference, no statistical significance was found between the two groups related to academic self-efficacy. In the findings, the rejection type of parenting was associated negatively with self-efficacy and academic performance while warm parenting that is emotional in nature was positively associated with these outcomes among university students. Furthermore, a positive connection between academic self-efficacy and academic success is also observed. The research identified specific parenting behaviors of mothers that significantly affect students’ academic performance in university, which reveals the critical role of parents in student’s academic success. Generally, the study shows the significance of cultural variation in parental involvements into university students' academic performance and the key role of parenting in the students' academic success. The research also considered parenting styles and academic self-conceptualizations between the Chinese and the Spanish university students. While it is true that there were notable cultural differences in parenting styles between Spanish mothers who showed warmer and more expressive styles and Chinese mothers, there were no significant differences in subjects’ self-efficacy in learning processes between the two groups. These results emphasize the significant role of parenting in the predictability of academic achievements among university students. In this sense, parental styles that involve emotional warmth were found to correlate with higher levels of academic self-efficacy and better academic performance. The research shows that positive ways of parenting including fostering emotional closeness and caring could help improve children's school performance.

The Impact of College Students' Academic Stress on Student Satisfaction from a Typological Perspective: A Latent Profile Analysis Based on Academic Self-Efficacy and Positive Coping Strategies for Stress.

This investigation employs Latent Profile Analysis (LPA) to analyze data from 1298 Chinese university students, aiming to clarify the mechanisms through which individual psychological resources, primarily academic self-efficacy and positive coping strategies, affect student satisfaction in the context of academic stress. Four distinct profiles emerged based on levels of academic self-efficacy and positive coping strategies: Low-Spirited, General Copers, Capable but Passive, and Optimistic and Confident. These profiles demonstrate significant variances in the sources of academic stress, student engagement, and student satisfaction, with a ranking order from most to least satisfied as follows: Optimistic and Confident, Capable but Passive, General Copers, and Low-spirited. While academic stress uniformly augments engagement across all profiles, its effect on student satisfaction diverges-negatively for Low-spirited and General Copers, and positively for Capable but Passive and Optimistic and Confident. The analysis reveals varying levels of academic stress-tolerance among profiles, highlighting the critical role of academic self-efficacy and indicating a possible nonlinear relationship between student engagement and satisfaction. These findings enhance our comprehension of student satisfaction's intricate dynamics and suggest strategies to alleviate academic stress and improve psychological well-being.

Future career expectations of college students - the contribution of disability status, self-advocacy, self-efficacy, and support

ABSTRACT This study examined future career expectations of college students with and without learning disabilities (LD) and/or Attention-Deficit/Hyperactivity Disorders (ADHD) while focusing on the contribution of academic self-efficacy, self-advocacy, and family and academic support. Among participants with disabilities, assistance from support centres was also examined. Participants were 342 college students: 179 with LD and/or ADHD and 163 without disabilities. They completed a self-advocacy questionnaire, a general academic self-efficacy scale, a future expectations scale, and a background questionnaire. Whereas students with LD and/or ADHD reported lower levels of academic self-efficacy than students without disabilities, there were no significant differences between the two groups in future expectations. One component of self-advocacy (knowledge of self), family support, and academic self-efficacy were significant predictors of participants’ future career expectations. When participants with disabilities were examined separately, only knowledge of self and academic self-efficacy were significant predictors. Implications for research and practice are discussed.

The effectiveness of using situational awareness and case-based seminars in a comprehensive nursing skill practice course for undergraduate nursing students: a quasi-experimental study

BackgroundNurses play an important role in healthcare development. The increasing demands for nurses mean that nursing schools at the undergraduate level have the responsibility to ensure patient safety and quality care through a well-designed curriculum. This research aimed to evaluate the effect of the teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course on the level of self-directed learning, professional identity, academic self-efficacy, theoretical scores, practical scores, teaching satisfaction, and student competence among nursing students.MethodsThe research population comprised was of the grades of 2019 and 2020 at Wannan Medical College in Anhui Province, China (n = 169, response rate 77.88%). The observation group from grade 2020 used the teaching method combined with situational awareness and case-based seminars, whereas the control group from grade 2019 used the traditional teaching mode. General information, self-directed learning, a professional identity, and academic self-efficacy were compared between the two groups. This research used means and standard deviations, chi-square, the Shapiro–Wilk test, and an independent sample t-test for statistical analyses.ResultsCompared with the control group, the total scores for self-directed learning, professional identity, and academic self-efficacy were higher in the observation group (78.80 ± 7.89 vs 60.21 ± 7.44, 63.39 ± 7.87 vs 52.35 ± 7.68, and 22.31 ± 3.30 vs 21.28 ± 2.31, respectively, with P < 0.05 for all scores). More significant improvements were made in the observation group on the level of theoretical scores (81.39 ± 3.32 vs 76.28 ± 5.90) and practical scores (93.32 ± 4.70 vs 90.67 ± 5.09) (P < 0.05). Meanwhile, teaching satisfaction, which includes teaching method (66/18 vs 32/53) and teacher-student interaction (72/12 vs 34/51), and student competence, which includes team cooperation (67/17 vs 39/46), critical thinking (60/24 vs 31/54), and communication skills (67/17 vs 38/47) after the intervention (P < 0.05). There was no significant difference in social persuasion (P > 0.05).ConclusionThe teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course has the potential to improve the level of self-directed learning, professional identity, and academic self-efficacy, and it increases theoretical scores, practical scores, teaching satisfaction, and student competence.

EFFECT OF SELF-ESTEEM ON LIFE SATISFACTION AMONG ADOLESCENTS

This study aims to investigate two things based on the empirical data mentioned above: (1) how self-esteem and life satisfaction are related (2) the effects of gender on self-esteem as well life satisfaction. This review paper indicates that our emotional health, relationships, well-being, and ability to make decisions are all impacted by our sense of self-esteem. Adolescents who are confident in their skills and abilities may feel more satisfied with their lives generally, which could lead to higher self-esteem. Similarly, persons who tend to underestimate their own skills may have lower levels of positive self-esteem in response to reduced life satisfaction. Adolescents with high life satisfaction scores also exhibit better levels of social, emotional, and academic self-efficacy than those with low life satisfaction. Reduced levels of happiness and life satisfaction might result from poor self-esteem. Life satisfaction and self-esteem help adolescents to control, regulate, or reduce psychological distress and increase their subjective happiness, which in turn contributes to their overall mental well-being. Whether these two variables are high in boys or girls, the conclusion is that gender has an impact on self-esteem and life satisfaction. Increased life satisfaction is predicted by self-esteem and academic achievement in both boys and girls Gender influences the expression and growth of self-esteem. KEYWORDS: Self-Esteem, Life satisfaction, Adolescents

Academic Performance and Academic Self-Efficacy among Pre-University Students in Malaysia

This research investigated the relationship between academic performance and self-efficacy among pre-university students in Malaysia using cross-sectional survey data. The sample comprised 171 pre-university undergraduates, aged between 18 and 20, studying at a public university in Kuala Lumpur. They were derived from the population to form the sample using stratified random sampling. Two separate scales measuring academic self-efficacy and academic performance (i.e., the CEVEAPEU) were used to collect the survey data. The study used descriptive statistics, independent sample t-test, Pearson correlation, and multiple regression to analyze the data. The results indicate that a majority of the students reported a high level of academic self-efficacy and established a strong positive relationship between self-efficacy and academic performance. No statistically significant gender differences were found in the respondents’ academic self-efficacy, but academic performance was significantly influenced by academic self-efficacy. The findings suggest the potential involvement of additional variables, such as CGPA, in shaping students’ academic performance, highlighting the need for further exploration of these variables in future studies.

The role of hope in college transition: Its cross-lagged relationships with psychosocial resources and emotional well-being in first-year college students.

College transition is often regarded as the most stressful phase of life by college students. Hence, it is necessary to find ways to help them adjust more smoothly to this transition. Hope, as conceptualized by C. R. Snyder, has been widely studied as a predictor of optimal functioning and has been shown to be associated with better adjustment among college students. This study aimed to shed light on the role of hope in college transition by examining its unique reciprocal relationships with an array of important psychosocial resources and emotional well-being among first-year college students. Data were collected from a sample of Hong Kong college freshmen (N = 433, Medianage = 18 years old, 63.7% female) at two time points. At each time point, participants completed self-reported measures tapping into their levels of hope, psychosocial resources, and emotional well-being. Psychological resources included general and academic self-efficacy, meaning in life, and optimism. Social resources included secure attachment, perceived school environment, and social support. Emotional well-being was operationalized as positive and negative emotions. Cross-lagged panel models were constructed and tested by path analyses. When autoregression and the effects of other variables were controlled, a greater sense of hope uniquely predicted higher levels of general and academic self-efficacy, greater presence of life meanings, more secure attachment, and more positive and fewer negative emotions. On the other hand, higher levels of meaning in life (both presence and search) and social support uniquely predicted greater hope. Academic hope and presence of life meanings reciprocally predicted one another, whereas other significant cross-lagged relationships were unidirectional. The findings suggest interventions that promote hope can be useful in helping college freshmen adjust to the new college environment by enhancing their psychosocial resources and emotional well-being. Such interventions would be more effective if they included elements that boost meaning in life and social support, which are expected to further enhance the perceptions of hope.

The Relationship Between Learning Motivation and Online Learning Performance: The Mediating Role of Academic Self-Efficacy and Flow Experience

Learning motivation is one of the key factors influencing students’ engagement in online learning. This study aims to explore the relationship between learning motivation and online learning performance and to delve into the mediating roles of academic self-efficacy and flow experience in this relationship. A questionnaire survey was conducted with 427 online learners, and structural equation modeling was employed for analysis. The results indicate that learning motivation has a positive effect on online learning performance. Academic self-efficacy and flow experience play a mediating role in the relationship between learning motivation and online learning performance. When students possess higher levels of academic self-efficacy, they are more likely to actively engage in learning, thereby improving their learning performance. Simultaneously, flow experience plays a significant role during the learning process. When students experience a state of flow, learning becomes more enjoyable and efficient, consequently enhancing academic achievement. Therefore, educators and educational institutions can take measures to cultivate students’ academic self-efficacy, such as providing positive feedback and support and encouraging students to face challenges. Additionally, creating a positive learning environment that fosters flow experiences can help improve students’ academic performance.

Dampak efikasi diri akademik terhadap keterlibatan siswa pada remaja

This research aims to determine the influence of academic self-efficacy on student engagement in adolescents. The method used is quantitative research with a correlational approach, and the research subjects are 84 students, consisting of 72 high school students and 12 junior high school students. The sampling technique employed is accidental sampling. The research instrument used in this study is the academic self-efficacy scale by Fredricks. The data analysis technique used is simple linear regression. The research results show that there is an influence of academic self-efficacy on student engagement with a significance value that meets the standards and a correlation coefficient value of 0.555. It can be concluded that the higher the level of academic self-efficacy an individual possesses, the higher their student engagement. Conversely, individuals with low academic self-efficacy tend to have low student engagement as well. Keywords: Academic self-efficacy, remaja, student engagement

Academic Self-Efficacy as a Predictor of College Student’s Mental Health and Study Progress

Mental health issues influenced college student's inner aspects, either emotionally, cognitively, physically, socially, and also their academic achievement. The ideal study period for college students is four years, but in fact, not all college students fulfill it. Academic self-efficacy had an essential role in determining mental health and study progress. The objective of this study was to measure the influence of academic self-efficacy on mental health and study progress. Three questionnaires The Mental Health Continuum-Short Form Scale and Academic Self Efficacy Scale were responded by 500 college students of UIN Syarif Hidayatullah Jakarta. The collected data was analyzed using the Multivariate Regression Analysis technique. The result found that academic self-efficacy had a positive influence on mental health and study progress significantly. Multivariate regression analysis technique uses SPSS and MPlus, where the dependent variable is more than one, namely study progress, a categorical variable with two categories (1 appropriate and 0 late) and the mental health variable is a continuum variable. The study found a significant positive impact of academic self-efficacy to study progress and mental health of college students of UIN Syarif Hidayatullah Jakarta. Academic self-efficacy had a .137 significance parameter to study progress and a .520 significance parameter to mental health. This result indicated that the higher academic self-efficacy level of college students would impact to the highest of their mental health and better study progress.

Academic self-efficacy, personal responsibility, and readiness for professional practice in nursing students: A descriptive and correlational design

BackgroundThe academic self-efficacy, personal responsibility, and readiness for professional practice of nursing students are important factors for academic achievement, quality of nursing care, and the transition process of new graduate nurses into the profession. ObjectiveThis research was conducted to determine whether sociodemographic variables on their own or in combination with one another have an effect on the academic self-efficacy, personal responsibility, and readiness for professional practice among nursing students. DesignA descriptive and correlational design. SettingThe study was conducted in the nursing department of a state university in Ankara, Turkey. ParticipantsThe sample consisted of 832 nursing students. MethodsThe data were collected via the Casey-Fink Readiness for Practice Survey, the Academic Nurse Self-Efficacy Scale, and the Student Personal Responsibility Scale −10. The data were analyzed using descriptive statistics, Multivariate Analysis of Variance, and the Tukey Honesty Significant Difference test. ResultsNursing students who engaged in clinical practice, developed care plans, and participated in case discussions had higher levels of academic self-efficacy, personal responsibility, and readiness for professional practice. Nursing students who were satisfied with studying nursing and desired to work as a nurse after graduation had higher levels of academic self-efficacy, personal responsibility, and readiness for professional practice. First-year students had lower levels of readiness for professional practice, while fourth-year students had significantly higher levels of academic self-efficacy and personal responsibility compared to students in other years. ConclusionThis study demonstrated that variables such as academic level, gender, practical applications for readiness to practice, satisfaction with studying nursing, and desire to work as a nurse after graduation significantly influenced the levels of academic self-efficacy, personal responsibility, and readiness for professional practice.

Üniversite Öğrencilerinde Dikkat Eksikliği ve Hiperaktivite Belirtileri ile Akademik Öz-Yeterlik Arasındaki İlişki

Introduction: Our aim in doing this study; It is to determine the academic self-efficacy levels of university students with ADHD symptoms.&#x0D; Methods: The population of the study consisted of students from 3 universities in the eastern, southeastern and central regions of Turkey and n= 1704. In the study; descriptive form, Adult Attention Deficit Hyperactivity Disorder Self-Report Scale (YDEÖD), Academic Self-Efficacy Scale (ASE) tools were used.&#x0D; Results: It was found that LCILD was a good predictor of AFE [46% and (F = 47.038; p

Academic Self-Efficacy and Value Beliefs of International STEM and Non-STEM University Students in Germany from an Intersectional Perspective

The expectancy–value theory (EVT) positions expectations and value beliefs as important predictors of academic success. We, thus, investigated the prevalence of academic self-efficacy and intrinsic, attainment, utility, and cost values amongst international STEM students in Germany, as well as their associations with gender, parental academic background, cultural characteristics, and their interplay. We also compared STEM to non-STEM students. Analyses with hierarchical multi-group regression models using data from 1590 international bachelor students (nSTEM = 882, nnon-STEM = 708) revealed high levels of academic self-efficacy, attainment, intrinsic, and utility values but also high costs. International STEM students indicated lower levels of academic self-efficacy than non-STEM students; all other results were similar in both subject-groups. There were no direct associations between gender and the expectancy–value components but continuous-generation students showed higher academic self-efficacy than first-generation students. Significant associations between cultural background and all expectancy–value components were identified, most of them applied to costs. In some cases, the associations differed by gender. Study-related language skills were related to all expectancy–value components whereas host- and home-culture orientations were distinctly associated with attainment, intrinsic, and utility values. Implications of the results for interventions supporting the academic success of international STEM students and future research needs are discussed.

The Relationship Between Physical Education Teacher Candidates’ Epistemological Beliefs and Academic Self-Efficacy

The aim of this study was to examine the relationship between physical education teacher candidates&amp;rsquo; epistemological beliefs and academic self-efficacy beliefs. The research group consisted of a total of 220 preservice physical education teachers (age = 22.32 &amp;plusmn; 1.514), 99 female (45%) and 121 male (55%), studying at the Faculties of Sport Sciences of four different universities in the 2022-2023 academic year. A correlational survey model was adopted to examine the relationship between physical education teacher candidates&amp;rsquo; epistemological beliefs and academic self-efficacy levels. The personal information form and Epistemological Belief Scale that Schommer (1990) developed and Deryakulu and B&amp;uuml;y&amp;uuml;k&amp;ouml;zt&amp;uuml;rk (2002) adapted and the Academic Self-Efficacy scale that Ekici (2012) developed consisting of three sub-dimensions and 33 questions were used as data collection tools. It was found that preservice physical education teachers had high levels of epistemological beliefs, and it was determined that the academic self-efficacy levels of the teachers were low.

The Effect of Faculty of Sports Sciences Students' Unemployment Concerns on Academic Self-Efficiency

Among the concerns experienced by the youth today, anxiety about the future and unemployment have reached remarkable dimensions. This research was carried out to examine the effect of unemployment anxiety on the academic self-efficacy of the students of the faculty of sports sciences. The unemployment anxiety scale and academic self-efficacy scale were used as data collection tools. The sample group for the study consists of 417 university students studying at the faculties of sports sciences at six universities in Turkey. Data were collected via Google Form, and the SPSS 21 package was used in the analysis of the data obtained. According to the findings, the unemployment anxiety of the students of the faculty of sports sciences; academic achievement differs according to grade point average, coaching certificate, and work experience. Academic self-efficacy levels differ significantly according to gender, department average, and work experience.As a result, there is a positive and significant relationship between "personal pessimism and lack of confidence", "lack of qualitative knowledge and skills," and "cognitive practices and academic self-efficacy" among the unemployment concerns of sports science students. It was determined that, as the unemployment anxiety of the students increased, their academic self-efficacy scores also increased.Keywords: Academic Self-Efficacy, Faculty of Sports Science Students, Unemployment Anxiety

The Relationship Between Academic Self-Efficacy and Undergraduate Students’ Perceptions of Electronic Assessment: A Mediation Analysis

Recently, in response to unstable global environmental factors, there has been a widespread shift towards online education. Drawing on Bandura’s social learning theory, this study examines the mediating role of academic self-efficacy in the relationship between students’ learning styles and their perceptions of electronic assessment. The research design utilized in this study involved a cross-sectional survey conducted via a web-based questionnaire administered to 342 undergraduate students enrolled in online courses at a private university in Jeddah, Saudi Arabia. The instruments employed included the student perceptions of electronic assessment scale, the academic self-efficacy scale and the student learning style scale, which assessed students’ perceptions of e-assessment, their confidence in learning and completing e-assessment tasks, and their preferred learning styles, respectively. The findings revealed that students held neutral perceptions of electronic assessment and exhibited a moderate level of academic self-efficacy. The contributory learning style emerged as the most favored, while the avoidant style was the least preferred. Importantly, the results demonstrated statistically significant direct and indirect effects of learning styles on students’ perceptions of electronic assessment, mediated by academic self-efficacy. This study has theoretical and practical implications, provides recommendations and highlights opportunities for future research in the field of online learning and electronic assessment.

Gambaran Acadaemic Self-Efficacy Pada Siswa Sd N X Tamansari, Lelea, Indramayu, Jawa Barat

This study aims to describe the academic self-efficacy of students at SDN X Taman Sari, Lelea District, Indramayu Regency, West Java. This research was conducted on 148 male and female students aged 9-13 years from grades 4-6 elementary school. The measuring instrument used in this academic self-efficacy research is part of the measuring instrument for the Faculty of Psychology, Tarumanagara University in 2015 in Indonesian. Through correlation analysis techniques with the SPSS version 25 program. It was found that the dimensions of the highest level were compared to the dimensions of generality and or strength. In addition, based on analysis of additional data, it can be concluded that there are differences in the level of academic self-efficacy in terms of gender. &#x0D; Keywords: academic self-efficacy, self-efficacy, elementary students

Academic Self-Efficacy and Math Learning in Sidoarjo's High School Elementary Students

This study aimed to investigate the relationship between academic self-efficacy and mathematics learning outcomes among upper-grade students in elementary schools in Sidoarjo. The participants included 185 students from the Prohibition State Elementary School and MI Muhammadiyah 2 Kedungbanteng, ranging from fourth to fifth grade. The study employed an academic self-efficacy scale and utilized mathematics learning outcomes obtained from student report cards. Data analysis was conducted using saturated sampling analysis, revealing a correlation coefficient of 0.135 (p=0.033). The findings indicated a moderate level of academic self-efficacy in 43% of students, high academic self-efficacy in 17%, and very high academic self-efficacy in 9%. Additionally, the R-square results demonstrated that academic self-efficacy accounted for 1.8% of the variance in mathematics learning outcomes, suggesting that other factors also contribute to students' performance. These findings highlight the importance of considering academic self-efficacy and other influential factors in enhancing mathematics learning outcomes among elementary school students.&#x0D; Highlights:&#x0D; &#x0D; The study examines the relationship between academic self-efficacy and mathematics learning outcomes in upper-grade students from elementary schools in Sidoarjo.&#x0D; A total of 185 participants from Prohibition State Elementary School and MI Muhammadiyah 2 Kedungbanteng were involved in the study.&#x0D; The findings suggest that academic self-efficacy accounts for 1.8% of the variance in mathematics learning outcomes, indicating the presence of other influencing factors.&#x0D; &#x0D; Keywords: academic self-efficacy, math learning outcomes, upper-grade students, elementary school.

Netflix viewing habit, grammatical competence, and academic self-efficacy of Selected Senior High School Students In Tagaytay City, Cavite

Grammatical competence is the knowledge of and ability to use a language's grammatical resources. Understanding and communicating meaning across generations, as well as being able to recognize properly constructed sentences that adhere to these rules (Kusumawardani &amp; Mardiyani, 2018). On the other hand, students who have high self-esteem are more likely to achieve their goals and cope better with life's challenges, whereas those who have low self-esteem are more likely to become isolated. One of the psychological issues that all students face is issues with self-esteem. Self -esteem influences one’s self-efficacy. Furthermore, watching English movies, particularly those with English subtitles, will improve one's vocabulary and speaking ability (Pratiwi &amp; Ayu, 2020). However, despite the numerous studies that investigated language learning and mastery of grammar, no study was conducted yet regarding the relationship between Netflix viewing habits, grammatical competence, and academic self-efficacy of senior high school students specifically in the local setting. Hence, the researcher was motivated to conduct a study to determine the Netflix viewing habits, grammatical competence, and academic self-efficacy of the selected senior high school students from public schools in Tagaytay City. The findings of this study could serve as a guide to English teachers and administrators in designing innovative strategies that will enhance the students’ grammatical skills and academic self-efficacy taking into consideration the integration of watching English movies in the teaching-learning process specifically in language class. The researcher utilized descriptive-correlational method of research with the help of survey questionnaire as the main source of data. Statistical method utilized to give credence and reliability to the work. Based on the findings of the study, the study conclusions were drawn: Majority of the respondents watch Netflix 1-2 times week; 45.70 percent of them watch for 3-4 hours a day; and 21.20 percent of them prefer to watch drama; The respondents has satisfactory level of grammatical competence and high level of academic self-efficacy. In addition, the more frequently the students watch Netflix ,the higher their level of grammatical competence. Moreover, the more frequently the respondents watch Netflix, the higher their level of academic self-efficacy. In addition, the higher the respondents’ level of grammatical competence, the higher their level of academic self-efficacy Finally, the independent variable Netflix viewing habits in terms of, duration and grammatical competence are drivers of students’ level of academic self-efficacy, which further means that the students’ Netflix viewing habits and grammatical competence determine their academic self-efficacy.