Increasing attention has recently been paid to the flipped classroom (FC) due to advancements in information technology. Self-efficacy plays a crucial role in the learning effect of students. However, the impact of flipped classrooms on students' self-efficacy remains uncertain. In this study, we have developed a theoretical framework focusing on self-efficacy to understand its relationship with the flipped classroom better. This meta-analysis investigates the influence of the FC approach on self-efficacy across various educational settings. A total of 22 articles were selected in the meta-analysis, revealing that the FC approach can enhance self-efficacy, thereby potentially increasing student engagement in learning. Subgroup analyses revealed that technicality subjects and the short duration of the intervention fit the FC more. These results emphasize the significance of considering self-efficacy in the context of flipped classrooms and highlight the approach's benefits. Furthermore, careful course design is essential to optimize the effectiveness of flipped classrooms. However, due to the heterogeneity and limitations of the included studies, the results should be interpreted with caution. Future research is recommended to explore further the effectiveness of the FC approach on self-efficacy in various educational settings.