School-based interventions to enhance academic self-efficacy in secondary education: a systematic review emphasizing socioeconomically disadvantaged students

Abstract

This systematic review examined school-based interventions designed to enhance academic self-efficacy (ASE) among secondary school students, focusing on learners from socioeconomically disadvantaged backgrounds. Following the PRISMA 2020 guidelines, 18 empirical studies published during 2000–2024 were analyzed. Eligible studies employed quantitative designs and reported measurable effects on ASE. The synthesis revealed that 14 studies reported significant improvements in students’ ASE, with most effect sizes ranging from moderate to large. Programs combining self-regulatory, motivational, and social-relational components—which are often embedded within social and emotional learning (SEL) frameworks—were the most effective. Structured feedback, guided reflection, and relational support emerged as key impact mechanisms. Interventions explicitly addressing disadvantaged students and integrating SEL principles consistently produced strong effects, suggesting that relational and contextual alignment enhanced their impact. These findings indicate that ASE is a malleable construct that can be fostered through pedagogically structured and context-sensitive school interventions. Supporting ASE development may help reduce barriers to learning and achievement, particularly among disadvantaged students. Future studies should examine similar interventions’ long-term outcomes and explore how equity-oriented intervention designs can support sustained self-efficacy development across diverse learner populations.