Relationship Between Self-Efficacy and Academic Stress Among Final-Year Students
Keywords:
Self-efficacy, Academic stress, Final-year studentsAbstract
Background: Final-year students are vulnerable to academic stress due to various academic demands, such as completing their final project, undergoing revisions, and coping with the pressure to graduate on time. One psychological factor that is believed to play a role in reducing academic stress is self-efficacy. Objective: This study aimed to examine the relationship between self-efficacy and academic stress among final-year students. Method: This study employed a quantitative approach with a correlational research design. The participants consisted of 149 active students from the 2022 cohort of the Psychology Study Program at State University of Surabaya who were completing their final project. Data were collected using adapted versions of the General Self-Efficacy Scale (GSES) and the Educational Stress Scale for Adolescents (ESSA). Data analysis was conducted using Spearman’s rho correlation with the assistance of JASP version 0.19.3. Results: The findings revealed a significant negative relationship between self-efficacy and academic stress (ρ = -0.353, p < .001). Higher levels of self-efficacy were associated with lower levels of academic stress among students. Conclusion: Self-efficacy serves as a psychological factor related to students’ ability to cope with academic demands during the completion of their final project.
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