How self-belief influences academic achievement

According to psychologist Albert Bandura (1997), self-efficacy influences motivation, resilience, and performance. Students with high self-efficacy are more likely to persevere through challenges, adopt effective learning strategies, and achieve better academic outcomes. Given its impact, educators and parents must implement strategies to enhance students' self-efficacy, fostering both academic success and personal growth.

Understanding Self-Efficacy and Its Role in Learning

Self-efficacy is distinct from self-esteem; it is not about general self-worth but rather about confidence in one’s ability to accomplish specific tasks. Research has consistently shown that students with higher self-efficacy engage more actively in learning, persist longer in the face of difficulties, and demonstrate greater academic success (Zimmerman & Schunk, 2011). A strong sense of self-efficacy also encourages students to view failures as learning opportunities rather than as indicators of personal inadequacy.

Key Strategies to Enhance Self-Efficacy in Students

Mastery Experiences

The most effective way to build self-efficacy is through direct experience of success. When students accomplish a challenging task, they develop confidence in their abilities. To support mastery experiences:

Break complex tasks into manageable steps.
Provide opportunities for repeated practice.
Offer constructive feedback that focuses on progress rather than just outcomes.

Vicarious Learning (Modeling)

Observing peers succeed through effort and persistence can strengthen a student’s belief in their own abilities. Teachers and parents can:

Highlight diverse role models who have overcome obstacles.
Use peer learning strategies where students can see classmates successfully completing tasks.
Share real-world stories of perseverance and achievement.

Encouragement and Social Persuasion

Positive reinforcement from teachers, parents, and peers can significantly impact self-efficacy. Effective encouragement should be:

Specific : Instead of saying, "You're smart," say, "You worked really hard on that problem and found a great solution."
Realistic : Praise effort and strategy rather than innate ability, to encourage a growth mindset.
Supportive : Offer constructive feedback that guides improvement, rather than merely pointing out errors.

Managing Emotional and Physiological States

High stress and anxiety can negatively impact self-efficacy. Helping students develop coping strategies can improve their confidence. Techniques include:

Teaching relaxation methods such as deep breathing and mindfulness.
Encouraging a balanced approach to challenges, where mistakes are seen as learning opportunities.
Providing a supportive environment where students feel safe to take risks and make mistakes.

The Role of Educators and Parents

Both educators and parents play a fundamental role in fostering self-efficacy. Teachers can create structured yet flexible learning environments that encourage problem-solving and self-reflection. Parents can support self-efficacy by demonstrating belief in their child’s abilities, fostering independence, and providing consistent encouragement.

Conclusion

Self-efficacy is a powerful determinant of student success, influencing not just academic performance but also motivation and resilience. By incorporating mastery experiences, vicarious learning, social encouragement, and emotional regulation strategies, educators and parents can equip students with the confidence to tackle challenges and achieve their full potential. Developing self-efficacy is not just about improving academic results—it’s about cultivating lifelong learners who believe in their capacity to grow and succeed.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Zimmerman, B.J., & Schunk, D.H. (2011). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.

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Woman writing math equations on a chalkboard, holding a notebook, with a thought bubble of the pi symbol.

Preparing for Maths Assessments

By Estelle Barnard • October 22, 2025

Mathematics rewards practice with purpose: spaced revision, plenty of self-testing, making notes, checking with feedback, and calm, consistent routines. Below you’ll find exactly how to do this at different stages of school. The Big Three for All Learners Space it out Short, regular sessions beat last-minute marathons. Plan 20–40 minute slots across the week and revisit topics before you forget them. This is known as the spacing effect (Cepeda et al., 2008). Retrieve, don’t just reread Close the book and try to solve or recall from memory. Use past questions, quick quizzes, and “write-from-memory” summaries. Retrieval practice strengthens long-term learning, especially when you check your answers (Roediger & Butler, 2011). Think about your thinking Teach learners to plan, monitor, and evaluate how they study. Simple questions like, “What will I practise today? How will I know I’ve improved?” turn revision from passive to purposeful (EEF, 2018). Primary School (Grades 4–7) Goals Build number sense and fluency (times tables, fractions, decimals). Understand why methods work, not just how to perform them. Study Rhythm Mon/Wed/Fri: 20 min mixed practice (across old and new topics). Tue/Thu: 20 min facts fluency (typically something like time tables or fractions) Weekend: 25–30 min “Teach-Back” session: learner explains one concept aloud (e.g. “How do we find a common denominator?”). High School (Grades 8–12) Goals Strengthen algebraic fluency, geometry, trigonometry, statistics, and calculus. Build exam stamina and the ability to select appropriate methods. Exam Preparation Plan Weeks –4 to –3: Cover all topics and create a spaced schedule. Weeks –3 to –2: Attempt past-paper sections; very important to check with detailed memos. Prepare an error log of frequent mistakes. Weeks –2 to –1: Interleave topics and focus more on challenging topics (e.g., trig, functions, geometry). Final Week: Short, focused recall sessions from your “error log.” The Value of Writing Your Own Notes and Step-by-Step Summaries One of the most effective yet overlooked study habits is summarising key procedures in your own words . Mathematics is full of repeatable processes: simplifying fractions, expanding algebraic expressions, finding derivatives using first principles, or completing the square in a quadratic equation. Writing out the steps helps learners form mental blueprints they can rely on in tests. Why this works Research shows that encoding information through writing and explaining strengthens understanding and recall (Dunlosky et al., 2013; MIT Teaching + Learning Lab, 2020). When learners create their own step-by-step summaries: They engage in sense-making, not just copying. They uncover misconceptions early. They connect formulas with reasoning (“why does this step come next?”). They create a quick reference guide for revision. Examples: Simplifying fractions: Find common factors → Divide numerator and denominator → Check if it can simplify further. Completing the square: Divide so that x squared stands on its own →Take the constant term to the right-hand side →Add half of the coefficient of x squared to both sides → Factorise the left-hand side to form a perfect square → Simplify and solve for x. Visualisation and Trigonometry Trigonometry can be tricky until you visualise how angles behave on the Cartesian plane . Remember: in trigonometry, angles are measured from the positive x-axis , moving anticlockwise for positive angles and clockwise for negative ones. (See the labelled diagram above, showing where each trigonometric ratio is positive or negative, including the reduction formulae.) Using StudyChamp Resources Effectively StudyChamp’s detailed memos and step-by-step worked examples make maths study easier: Compare your solution to the memo. Highlight key reasoning steps. Add the process to your “Maths Procedures Notebook”. By exam time, that notebook becomes your own personalised study guide: practical, and written in your own words. References Cepeda, N. J., et al. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11). Dunlosky, J., et al. (2013). Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest. Education Endowment Foundation (EEF). Metacognition and Self-Regulated Learning Guidance Report. Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1). MIT Teaching + Learning Lab. (2020). Note-Taking and Sense-Making Strategies. Massachusetts Institute of Technology.