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Academic performance in nursing education is influenced by multiple psychosocial factors, including academic self-efficacy, defined as students' confidence in their ability to complete academic learning tasks successfully, which is consistently relevant to student achievement and adaptation. Gender disparities in academic self-efficacy and academic achievement have been observed across educational settings; however, limited research has examined whether gender moderates the relationship between academic self-efficacy and academic performance among nursing students in Saudi Arabia, particularly during curriculum transition.

This study aimed to explore the relationship between academic self-efficacy and academic performance among nursing students at the University of Hail, Saudi Arabia, and investigate whether gender moderates this relationship.

A quantitative cross-sectional comparative-correlational design was used among 441 fourth-year nursing students from two cohorts under a revised curriculum. Using total enumeration, all 458 eligible students were invited; 441 completed the survey. Academic self-efficacy was measured using the eight-item Self-Efficacy for Learning and Performance subscale of the Motivated Strategies for Learning Questionnaire (MSLQ), whereas academic performance was based on registrar-obtained cumulative Grade Point Average (GPA). Because self-efficacy was measured in the fourth year and GPA incorporated earlier academic performance, analyses were interpreted as associations rather than temporal predictions. Data were analyzed using descriptive statistics, independent-samples t tests with Cohen's d, Pearson correlation, and hierarchical multiple regression with a mean-centered interaction term.

The self-efficacy subscale demonstrated good internal consistency (Cronbach's alpha = .870). Students reported high academic self-efficacy (M = 5.33, SD = 0.89) and Very Good academic performance (GPA M = 3.20, SD = 0.38). Female students had significantly higher GPA than male students, t(439) = -2.818, p = .005, d = -0.27, although academic self-efficacy did not differ significantly by gender, t(439) = 1.200, p = .231. The first cohort had significantly higher GPA than the second cohort, t(439) = 6.310, p < .001, d = 0.60, whereas the cohort difference in academic self-efficacy was not significant. Academic self-efficacy had a weak positive association with GPA, r(439) =.103, p = .030. Gender did not significantly moderate this association, delta R-squared = .004, F change(1, 437) = 1.641, p = .201.

Nursing students demonstrated high academic self-efficacy and Very Good academic performance. Fourth-year academic self-efficacy was positively but weakly associated with cumulative GPA, and this association did not differ significantly by gender. Because the variables were measured cross-sectionally and cumulative GPA included earlier academic performance, the findings do not establish that current self-efficacy predicted past achievement. Nursing education programs should therefore consider broader academic, curricular, psychosocial, and contextual factors when designing student support strategies.