Self-efficacy has proven to be a more consistent predictor of behavioural outcomes than have
other self-beliefs (Graham and Weiner, 1996). Efficacy beliefs play essential role in all phases of self regulation and achievement (Zimmerman, 1990, 1998). When self-regulatory processes play an integral role in the development and use of study skills, students become more aware of improvements in their academic achievement and experience a heightened sense of personal efficacy (Zimmerman, Bonner and Kovach, 1996).
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