Factors influencing academic self-efficacy of university students on online programs: a systematic review

Torres-Cañizalez P.C.; Cobo-Beltrán J.K.; Agüero-Ynca M.L.; García-Bravo B. · Formacion Universitaria (2025) · DOI: 10.4067/s0718-50062025000300085

Resumen

The aim of this systematic review is to synthesize scientific evidence on the factors influencing academic self-efficacy among university students enrolled on online education programs. Following the PRISMA Statement guidelines, a comprehensive search is conducted across Scopus, Web of Science, ERIC, SciELO, and ProQuest databases. From 716 records identified, 15 studies involving a total of 14,263 university students are selected after screening and eligibility stages. To minimize bias, each author independently conducts the review process. The results reveal that academic self-efficacy is shaped by factors such as professor support, technological competence, and students’ emotional states. It is concluded that effectively addressing these factors is critical for both enhancing online learning quality and for achieve student retention and academic success on online education programs. © (2025), (Centro de Informacion Tecnologica). All rights reserved.

Instituciones: Universidad Tecnológica del Perú; Universidad César Vallejo