The theory of self-efficacy (beliefs concerning one's capabilities to learn or perform behaviors at designated levels), has developed since A. Bandura's work (1977) and continues to be applied to a variety of educational settings and grade levels. This paper addresses various issues pertaining to self-efficacy in settings involving academic learning and performance. The paper begins with a discussion of self-efficacy theory as discussed by Bandura and Schunk. Measurement issues are discussed in terms of reliability and validity of self-efficacy measures. Empirical evidence is reviewed in several areas to help distinguish the operation of self-efficacy during learning from its role in performance settings: self-efficacy for learning; self-efficacy for performing learned behaviors; self-efficacy and motivation/self-regulation; and self-efficacy and goal orientations. Finally, the accuracy of self-appraisal with regard to self-efficacy is discussed. contains 34 references. (DR/Author)