Unpacking Student Confidence and Performance in Higher Education: A Bibliometric Review of Self-Efficacy and Academic Achievement

Liyana Ab Rahman, Mohd Taufik Bin Mohd Suffian, Masetah Ahmad Tarmizi, Siti Marlia Shamsudin and Yuni Nustini
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Liyana Ab Rahman: Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus, 35400, Tapah Road, Perak, Malaysia
Mohd Taufik Bin Mohd Suffian: Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus, 35400, Tapah Road, Perak, Malaysia
Masetah Ahmad Tarmizi: Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus, 35400, Tapah Road, Perak, Malaysia
Siti Marlia Shamsudin: Faculty of Accountancy, Universiti Teknologi MARA, Perak Branch, Tapah Campus, 35400, Tapah Road, Perak, Malaysia
Yuni Nustini: Department of Accounting, Faculty of Economics and Business, Universitas Islam Indonesia, Indonesia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 2771-2783

Abstract: Self-efficacy plays a critical role in shaping student learning experiences and academic outcomes in higher education. Despite the increasing amount of literature on the topic, comprehensive bibliometric analyses in this area remain scarce. In this regard, the present research has addressed this gap by reviewing 480 publications downloaded from Scopus. It examines trends in publication activity, leading institutions and countries, highly cited works, and frequently used author keywords. The VOS viewer software was utilized to facilitate the data analysis and visualization. Research findings indicated a notable rise in publications between 2016 and 2021, followed by a period of stagnation in 2022 and 2023 and a subsequent decline in 2024. Results showed that most publications were in English and predominantly in article format. The study identified Universidad de Granada as the most active institution, with the United States emerging as the leading country in this field. By mapping citation patterns and institutional collaborations, this study contributes to a deeper understanding of how self-efficacy research supports student learning and success in higher education.

Date: 2025
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