The Role of Self-Efficacy in Academic Stress Among Senior Undergraduates in the Faculty of Psychology: The Moderating Effect of Social Support
DOI:
https://doi.org/10.59890/ijeps.v4i5.31Keywords:
Self-Efficacy, Senior Undergraduates, Social Support, Faculty of PsychologyAbstract
This study aims to examine the role of self-efficacy on academic stress among students in the Faculty of Psychology who are writing their theses, while considering the moderating effect of social support. This study involved 145 senior students from the Faculty of Psychology, selected through convenience sampling. Data were collected using the Self-Efficacy Scale, the Multidimensional Scale of Perceived Social Support (MSPSS), and the Academic Stress Scale. Data analysis was conducted using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The results found that social support was significantly moderate this relationship; the presence of social support reinforces the role of self-efficacy in reducing academic stress levels among students in the Faculty of Psychology during the thesis completion process.
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