Self-Efficacy and Academic Anxiety of College Students

Abstract

The aim of this study is to describe the contribution of self-efficacy to the academic anxiety among the students of UNY (Universitas Negeri Yogyakarta). This correlational study used the descriptive-quantitative approach and the technique in collecting the data was through the questionnaires of self-efficacy and academic anxiety. All UNY students consisting of 7 faculties and 1 graduate program were involved as the population of this study. The sampling technique used krejcie tables with efficacy level of 90%. The results of the Pearson Correlation model analysis test showed a correlation value of -0.674 with the opposite direction of the two variables in which the higher the academic self-efficacy, the lower the academic anxiety. The results of the correlation test based upon the exact and nonexact science showed results of 21.4% and 29.6%, respectively. Meanwhile, the results of the correlation test by sex showed that male had a correlation of 11.4% and female had 28.6%. Furthermore, the correlation test results by the class of 2016, 2017 and 2018 showed the value of 27.1%, 21.7% and 18.4% respectively. Furthermore, the results of the simple linear regression analysis of R-square test obtained 0.281 indicating that self-efficacy brought an effect on the decrease of academic anxiety by 28.1%, while 71.9% was determined by other factors or other independent variables not used in this study.

Perceived Social Support, Academic Self-Efficacy, and Anxiety among Final Year Undergraduate Students: A Mediation Analysis

“…Although social support may not directly reduce anxiety in students, it does influence their selfefficacy (Situmorang, 2018). When students have strong academic self-efficacy, their levels of anxiety can decrease (Purwanti et al, 2020;Warshawski, et al, 2019). High academic self-efficacy, or confidence in their abilities, enables them to face challenging situations with optimism and resilience because they believe they can handle them (Latif & Efendi, 2017).…”

“…Previous studies have predominantly explored the relationship between two variables, such as perceived social support and academic self-efficacy (El-Sayed, et al, 2021;Zhao et al, 2023). Additionally, researchers have investigated the influence of perceived social support on academic anxiety among final-year students in particular (Özmete & Pak, 2020;Purwanti et al, 2020;Zhao et al, 2022). Other researchers have found the impact of academic self-efficacy on academic anxiety among students (Huerta, et al, 2017;Purwanti et al, 2020;Thamrin, et al, 2019).…”

“…Additionally, researchers have investigated the influence of perceived social support on academic anxiety among final-year students in particular (Özmete & Pak, 2020;Purwanti et al, 2020;Zhao et al, 2022). Other researchers have found the impact of academic self-efficacy on academic anxiety among students (Huerta, et al, 2017;Purwanti et al, 2020;Thamrin, et al, 2019). However, there are also previous studies that have examined anxiety as a predictor of students' self-efficacy (Perepiczka, et al, 2011;Morales & Pérez-Mármol, 2019).…”

“…According to Richardson and colleagues (cited Nielsen, et al, 2018), academic self-efficacy is an individual's belief in their ability to master motivation, cognition, emotions, behaviors, and social resources to achieve specific academic outcomes. Students with high levels of academic self-efficacy tend to experience less academic anxiety (Purwanti, et al, 2020;Nie, et al, 2011). Conversely, low academic self-efficacy tends to make students anxious about important tasks (Bandura, cited in Nie et al, 2011).…”

Analisis Kecemasan Akademis Melalui Self Efficacy dan Dukungan Sosial pada Siswa SMK Jurusan Akuntansi

“…Sejalan penelitian (Sunaryo, 2017), yaitu Self efficacy dapat membantu peserta didik untuk menentukan kegiatannya, berusaha lebih maju, lebih tekun ketika mengatasi kesulitan, serta tenang dan tidak cemas saat mengerjakan tugas-tugasnya. Begitu juga penelitian yang dilakukan (Purwanti et al, 2020), bahwa ada pengaruh kuat arah negatif Self efficacy pada kecemasan akademis. Self efficacy memiliki kontribusi sebesar 28% untuk memprediksi kecemasan akademis yang dirasakan oleh peserta didik.…”