The day-to-day endeavors of living are mostly directed by underlying self-systems that strengthen and guide our aspirations and motivation for working towards accomplishing goals and seeking achievements. The self-systems guide our pursuits and determine our performance.
In this regard, raising academic performance of students has been a vital challenge. All efforts need to be directed towards this challenge by helping students not only through skill acquisition but also by fostering the self-systems which help them to be more persuasive in their efforts for
academic achievement. An understanding of self-systems with particular reference to self efficacy proves to be a potent factor because “these self-systems house one’s cognitive and affective structures and include the abilities to symbolize, learn from others, plan alternative
strategies, regulate one’s own behavior, and engage in self-reflection” (Bandura,1977). Self efficacy has a relatively brief history that began with Bandura’s (1977) publication of “Self-Efficacy: Toward a Unifying Theory of Behavioral Change”. Self-efficacy refers “to subjective judgments of one’s capabilities to organize and execute courses of action to attain designated goals” (Bandura, 1977 and 1997). Self-efficacy beliefs can therefore be extensively applied and potentially used in the field of educational research, particularly in the area of academic motivation and achievement (Pintrich and Schunk, 1995).