Predicting Academic Achievement Based on Academic Self-Efficacy among Students of Kabul Education University

Abstract

The purpose of this study was to predict academic achievement based on academic self-efficacy among students at Kabul Education University. The research employed a descriptive-correlational design. The statistical population consisted of all students enrolled in the nine faculties of the university in the academic year 1404 (2025). Using simple random sampling, 310 students were selected as the sample. Data were collected using the McIlroy and Bunting Academic Self-Efficacy Questionnaire and students’ grade point averages (GPA). The data were analyzed using Spearman’s correlation test and simple linear regression. The findings showed a positive and significant correlation between academic self-efficacy and academic achievement (r = 0.247, p < .01). Additionally, the results of simple linear regression indicated that academic self-efficacy was a significant predictor of academic achievement (β = 0.269, p < .001). However, the low coefficient of determination (R² = .072) suggests that academic self-efficacy explains only 7.2% of the variance in academic achievement. Overall, the results indicate that academic self-efficacy significantly predicts students’ academic achievement, meaning that higher levels of academic self-efficacy are associated with improved academic outcomes.