The Relationship Between Academic Self-Efficacy and Perceived Academic Stressors Among Higher Education Students

Abstract

This study explores the links between students' perceived stresses (workload, external expectations and anxiety about exams) and their academic confidence (self-efficacy) based on a sample of two hundred forty-four students studying at colleges across the Philippines using a survey format (descriptive/correlational). Results of the survey found that students reported having good levels of self-efficacy (M=4.00) and experienced moderate levels of stress (M=3.57) when rated by stress level. Of the three types of stress, the study found testing caused the most stress (M=3.57); however, when conducting Pearson's r correlation analysis between self-efficacy and testing stress, workload stress and external pressures there were significant positive correlations. The study's findings suggest that having higher self-efficacy provides more confidence in handling workload, but as a result of their higher level of self-efficacy, students with high self-efficacy may experience more stress from academic pressures than do those with lower levels of self-efficacy. Although differences were not found between males and females, both academic year level and department were associated with levels of stress and self-efficacy. Recommendations that came from this study are for departments to create wellness programs based on the needs of their department and to implement universal testing anxiety prevention programs based on evidence from the research to increase the resilience of their students.