Relationship Between Self-Efficacy and Academic Achievement in Online Learning

Abstract

The transition to technology-mediated instruction has made understanding the psychological factors influencing student success crucial. This study investigates the correlational relationship between academic self-efficacy and achievement outcomes in asynchronous online learning environments among university students. A quantitative, correlational design was employed with a hypothetical sample of 450 undergraduate students enrolled in fully online degree programs. Data were collected using the Online Learning Self-Efficacy Scale (OLSES) and final course grades (GPA) as the measure of academic achievement. The analysis, which included Pearson correlation and Hierarchical Multiple Regression, revealed a strong, positive, and statistically significant correlation between online learning self-efficacy and academic achievement (r = .55, p < .001). Furthermore, self-efficacy was found to be a significant predictor of GPA, accounting for approximately 30\% of the variance. These findings support Social Cognitive Theory and emphasize the need for instructional interventions that actively foster self-belief and self-regulation skills to optimize student performance in digital education settings.