This paper presents learning analytics data for measuring the impact of study satisfaction on students’ academic self-efficacy and performance. For this purpose, a specially designed questionnaire was developed and distributed across 124 undergraduate students. Preliminary analysis using descriptive statistics for items and confirmatory factor analysis is provided. The analysis provides evidence for the relation between students’ satisfaction, self-efficacy, and academic performance, and evaluates the role of academic information resources in fulfilling students’ information needs. These data are of importance for researchers and practitioners involved with budgetary decisions in academic collections as well as the influence of research specific (rather than training specific) information resources in student satisfaction.