The Impact of Self-Efficacy Beliefs on Academic Achievement of High Achieving Science Students: A Full-Fledged Analysis

Abstract

The primary aim of this study is to investigate the impact of the self-efficacy beliefs (SEB) on academic achievement (CGPA) of high achieving school students in science subjects.  Students’ SEB means the self-confidence and ability to perform a given task or assignment. The Malaysian high achieving school students in the science stream were randomly selected to participate in this study applying the Principal Component Analysis (PCA) and the Structural Equation Modeling (SEM) to answer two research questions: 1) what is the relationship between the control of learning beliefs and SEB for learning of the high achieving school students in science stream? 2) What is the impact of SEB beliefs on the academic achievement of the high achieving school students in the science stream? The finding shows a considerable relationship between the variables of SEB and indicates the effects of SEB on science achievement significantly. The direct effect of control of learning beliefs on academic achievement was.51 while the direct effect of SEB for learning on academic achievement was also. 60 indicating that the SEB play an important role in the lofty attainment of the participants. In conclusion, educators should strategically maintain a high SEB of high achieving students to boost science attainment in the country