Research on the Relationship Between Self-Efficacy and Academic Performance in College Students Daily Management

Abstract

This study investigates the dynamic interplay between self-efficacy and academic performance within college students daily
management systems, revealing multifaceted pathways of mutual influence. Findings demonstrate that self-efficacy directly shapes learning
motivation and strategy selection through optimizing time management, enhancing task prioritization, and facilitating emotional regulation,
thereby establishing a self-reinforcing cycle of goal attainment and efficacy enhancement. Concurrently, it indirectly contributes to academic
achievement via constructing social support networks, sustaining mental health, and guiding career planning. The research proposes a holistic approach integrating educational interventions, environmental optimization, and individual practices, emphasizing the critical integration
of psychological resource cultivation into routine management frameworks. These insights offer both theoretical foundations and actionable
strategies for higher education institutions to enhance student outcomes.