Gender, Self-Efficacy, and Academic Performance: Evidence in Business Education Program

Self-efficacy, the conviction in one's ability to succeed in particular tasks, is crucial in academic performance and professional development, especially in higher education programs. Although it has been widely studied in STEM disciplines, research on gender differences in self-efficacy in business education is scarce, especially in the Chilean context. This study aims to fill this gap by examining self-efficacy beliefs and their association with academic performance among business students at a Chilean university. Using a quantitative, cross-sectional design, data were collected from 239 students via the validated Academic Self-Efficacy Scale (ESAA). Confirmatory factor analysis confirmed the scale's psychometric robustness in measuring situational and personal efficacy beliefs. No significant associations were found between self-efficacy and academic performance. However, gender differences emerged in personal efficacy beliefs, with men reporting higher levels than women, while no differences were found in situational efficacy. These findings reinforce the multidimensional nature of academic self-efficacy and reveal persistent gender disparities in how students perceive their individual academic capacities. This asymmetry may limit women's engagement, confidence, and long-term professional development in male-dominated fields such as business. The results point to the need for gender-sensitive educational strategies that intentionally foster personal efficacy beliefs among female students, thereby promoting more equitable academic experiences and professional trajectories.