Academic self-efficacy is receiving increasing recognition as a predictor of educational performances. Academic self-efficacy describes “a person’s confidence in their abilities to organize, execute and regulate performance to attain designated types of performances”. It functions at a multilevel and multifaceted set of beliefs that influence how people feel, think, motivate themselves, and behave during various educational tasks. Self-Efficacy view point can be built up on four bases of knowledge, vicarious experiences, enactive mastery as well as physical and emotional states. Self-efficacy development is closely intertwined with a person’s experiences, competencies and developmental tasks in different domains at different stages in life. Self-efficacy beliefs should be relevant for understanding educational outcomes because self-efficacy leads to specific behaviours and motivations that can encourage or discourage effective performance.