ABSTRACT
Academic self-efficacy refers to perceived capabilities to learn or perform actions at designated levels in academic settings. Academic self-efficacy is grounded in Bandura’s social cognitive theory, which posits reciprocal influences among personal, behavioral, and social/environmental factors. Self-efficacy is an essential component of personal agency or the belief that one can exert a substantial degree of control over important events in one’s life. Self-efficacy fits well with positive psychology because both are oriented toward agency and thriving. Self-efficacy theory is discussed, along with research with students and teachers, showing that self-efficacy can be increased and influences learning, motivation, and self-regulation. The chapter concludes with recommendations for future research and educational implications. A key goal is to expand the focus of academic self-efficacy research.
