Academic pressure and academic self-efficacy are two factors that significantly impact students’ academic performance and mental health. Academic pressure refers to the stress and demands students experience in their academic pursuits, such as excessive workload, competition, and high expectations from parents, teachers, and peers. On the other hand, academic self-efficacy is the belief in one’s ability to perform academic tasks successfully, and it is a crucial factor influencing students’ motivation, persistence, and achievement.
Research has shown that academic pressure can negatively affect students’ mental health, leading to symptoms of anxiety and depression. Moreover, students who experience high academic pressure may have lower academic self-efficacy, which can further impede their academic performance and motivation. Conversely, students with high academic self-efficacy tend to have better academic outcomes, as they are more likely to set challenging goals, persevere through difficulties, and seek feedback to improve their performance.
In higher education, academic pressure and academic self-efficacy are particularly relevant, as university students face a range of academic and personal challenges. Therefore, understanding the relationship between these two factors is crucial for educators and mental health professionals to support students’ academic success and well-being. By promoting academic self-efficacy and reducing academic pressure, students can develop a positive mindset, enhance their academic skills, and achieve their academic goals.
Table of Contents
Academic Pressure and its Impact on Academic Self-Efficacy
Definition of Academic Pressure
Academic pressure can be defined as the stress or anxiety experienced by students due to academic demands such as grades, exams, and assignments. It is a common experience among students at all levels of education and can significantly impact their academic performance and well-being.
The Effects of Academic Pressure on Academic Self-Efficacy
Academic pressure can have a negative impact on academic self-efficacy, which is the belief in one’s ability to succeed academically. Research has shown that students who experience high academic pressure may have lower academic self-efficacy (Zajacova, Lynch, & Espenshade, 2005). This can decrease motivation, effort, and persistence in academic tasks.
Individual Differences in Response to Academic Pressure Individual differences in personality, goals, optimism, and learning strategies can moderate the relationship between academic pressure and academic self-efficacy. For example, students with high optimism and goal orientation may be more resilient to academic pressure and have higher academic self-efficacy (Honicke & Broadbent, 2016). On the other hand, students who use maladaptive coping strategies such as avoidance or denial may have lower levels of academic self-efficacy.
Overall, academic pressure can have a significant impact on academic self-efficacy. It is essential for educators and parents to be aware of the potential negative effects of academic pressure and to provide support and resources to help students cope with academic demands.
Academic Pressure and Academic Self-Efficacy – Sources
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, pp. 17, 63–84. https://www.sciencedirect.com/science/article/pii/S1747938X15000639
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677–706. https://scholar.princeton.edu/sites/default/files/tje/files/self_efficacy_and_stress_zajacova_lynch_espenshade_sept_2005.pdf
Academic Self-Efficacy and its Importance
Definition of Academic Self-Efficacy
Academic self-efficacy is the belief an individual has in their ability to perform academic tasks successfully. It is the confidence a student has in their ability to learn new material and complete academic assignments. According to Bandura’s self-efficacy theory, individuals with high self-efficacy are more likely to take on challenging tasks, persist in facing obstacles, and achieve better outcomes.
The Importance of Academic Self-Efficacy
Academic self-efficacy is an essential factor in academic success. Students with high academic self-efficacy are likelier to be engaged in their studies, set challenging goals, and persevere through academic challenges. They also tend to have better mental health outcomes and higher levels of academic attainment.
The Relationship between Academic Self-Efficacy and Academic Performance
Research has consistently shown a positive relationship between academic self-efficacy and academic performance. A study by Kristensen (2023) found that reduced academic self-efficacy might impede individuals’ ability and drive to handle academic pressures, demands, and difficulties. Another Fakhrou (2022) survey showed that academic self-efficacy was positively related to academic performance.
Individual differences, self-regulation, and engagement are also important factors that interact with academic self-efficacy to influence academic performance. For example, students who are highly engaged in their studies and have good self-regulation skills tend to have higher academic self-efficacy, which, in turn, leads to better academic performance. On the other hand, students with poor mental health outcomes may have lower academic self-efficacy, which can lead to decreased academic performance.
In conclusion, academic self-efficacy is a crucial factor in academic success. Students who believe in their ability to perform academic tasks successfully are more likely to take on challenging tasks, persist in the face of obstacles, and achieve better educational outcomes. Understanding the importance of academic self-efficacy can help educators and students develop strategies to improve academic performance and promote mental health.
Academic Pressure and Academic Self-Efficacy – Sources
- Kristensen, S. M. (2023). Academic Stress, Academic Self-efficacy, and Academic Performance: A Longitudinal Study of University Students. Journal of Youth and Adolescence, 52(3), 465-475. https://link.springer.com/article/10.1007/s10964-023-01770-1
- Fakhrou, A. (2022). The Relationship between Academic Self-efficacy and Academic Performance among Undergraduate Students. International Journal of Academic Research in Business and Social Sciences, 12(1), 1–12. https://files.eric.ed.gov/fulltext/EJ1341187.pdf
Factors Affecting Academic Self-Efficacy
Academic self-efficacy refers to an individual’s belief in their ability to perform academic tasks successfully. It is an essential factor in academic achievement and can be influenced by various social, psychological, and environmental factors. In this section, we will explore some of the critical factors that can affect academic self-efficacy.
Academic Pressure and Academic Self-Efficacy – Social Context
Social context plays a crucial role in shaping an individual’s academic self-efficacy. Social support from family, friends, and teachers can positively impact academic self-efficacy. Conversely, negative feedback, lack of support, and criticism can lower academic self-efficacy. A study by Falconer et al. found that social support from peers and mentors was positively associated with academic self-efficacy in doctoral students.
Academic Pressure and Academic Self-Efficacy – Learning Strategies
Learning strategies are individuals’ methods and techniques to acquire and retain information. Effective learning strategies can boost academic self-efficacy. A study by Klassen et al. found that students who used effective learning strategies had higher academic self-efficacy than those who did not.
Academic Pressure and Academic Self-Efficacy – Implicit Beliefs
Implicit beliefs refer to an individual’s assumptions and expectations about their ability to perform tasks. These beliefs can be positive or negative and can impact academic self-efficacy. Honicke and Broadbent found that students who held positive implicit beliefs about their ability to perform academic tasks had higher academic self-efficacy than those who held negative beliefs.
Academic Pressure and Academic Self-Efficacy – Effort Regulation
Effort regulation refers to an individual’s ability to sustain effort and persistence despite the difficulty. Effective effort regulation can positively impact academic self-efficacy. Vansteenkiste et al found that students who could regulate their actions effectively had higher academic self-efficacy than those who did not.
Academic Pressure and Academic Self-Efficacy – Cognitive Engagement
Cognitive engagement refers to an individual’s involvement and interest in academic tasks. Higher levels of cognitive engagement can positively impact academic self-efficacy. Linnenbrink and Pintrich found that highly cognitively engaged students had higher academic self-efficacy than those who were not.
Academic Pressure and Academic Self-Efficacy – Emotional Intelligence
Emotional intelligence refers to an individual’s ability to recognize and regulate their own emotions and the emotions of others. Higher levels of emotional intelligence can positively impact academic self-efficacy, and Hameli and Ordun found that emotional intelligence was positively associated with academic self-efficacy in college students.
Academic Pressure and Academic Self-Efficacy – Global Self-Esteem
Global self-esteem refers to an individual’s overall evaluation of themselves, and higher levels of global self-esteem can positively impact academic self-efficacy. Neroni et al. found that students with increased global self-esteem had higher academic self-efficacy than those with low global self-esteem.
In conclusion, academic self-efficacy is a critical factor in academic achievement and can be influenced by various social, psychological, and environmental factors. By understanding these factors and taking steps to address them, individuals can increase their academic self-efficacy and achieve more tremendous academic success.
Moderating Factors
Moderating factors can either exacerbate or alleviate the effects of academic pressure on academic self-efficacy. These factors include a student’s intention to drop out, academic procrastination, self-rated abilities, and stressors.
Intention to Drop Out
Intention to drop out refers to a student’s decision to leave school before completing their degree. Various factors, including academic pressure and self-efficacy, can influence this decision. Research has shown that academic pressure can increase a student’s intention to drop out, while self-efficacy can decrease it.
Academic Procrastination
Academic procrastination is an expected behavior among students that can lead to poor academic performance. It is often linked to academic pressure and can exacerbate its effects on academic self-efficacy. However, research has also shown that self-efficacy can protect against academic procrastination (Steel & Klingsieck, 2016).
Self-Rated Abilities
Self-rated abilities refer to a student’s perception of their academic abilities, and this perception can be influenced by academic pressure and can, in turn, affect academic self-efficacy. Research has shown that self-rated abilities can moderate the relationship between academic pressure and academic self-efficacy, with higher self-rated abilities buffering the adverse effects of academic pressure (Yan & Pan, 2019).
Stressors
Stressors refer to any external factors that can cause stress in a student’s life. These can include academic stressors, such as deadlines and exams, and non-academic stressors, such as personal relationships and financial difficulties. Research has shown that stressors can moderate the relationship between academic pressure and academic self-efficacy, with higher levels of stress exacerbating the negative effects of academic pressure (Liu & Lu, 2020).
In conclusion, moderating factors can significantly affect the relationship between academic pressure and self-efficacy. While some factors, such as academic procrastination and stressors, can exacerbate the negative effects of academic pressure, others, such as self-rated abilities, can buffer them. Understanding these factors can help educators and students develop strategies to mitigate the adverse effects of academic pressure and promote academic self-efficacy.
Academic Pressure and Academic Self-Efficacy – Sources
- Chen, Y., & Wu, Y. (2019). The effects of academic pressure on students’ intention to drop out: The mediating effects of academic self-efficacy and academic achievement. Journal of Education and Learning, 8(1), 1-10.
- Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36-46.
- Liu, Y., & Lu, Z. (2020). The effect of academic stressors on academic self-efficacy: The moderating role of perceived social support. Frontiers in Psycholo
- Yang, F., & Tu, M. (2020). Self-regulation of homework behaviour: Relating grade, gender, and achievement to homework management. Educational Psychology, 40(4), 392–408.gy, 11, 1-10.
Implications for Practice and Future Research
Behavioral Change
One implication for practice is to focus on behavioral change when working with students experiencing academic pressure. Research has shown that academic self-efficacy can be improved through interventions that focus on increasing time-on-task and providing opportunities for success, increasing confidence and motivation to continue working towards educational goals (Bandura, 1997). For example, teachers can provide students with opportunities to practice skills in a safe and supportive environment and offer specific and constructive feedback. This can help students build confidence in their abilities and increase their academic self-efficacy.
Persuasion
Another implication for practice is to use persuasion techniques to help students develop a growth mindset and increase their academic self-efficacy. Research has shown that students who believe their abilities can be developed through hard work and dedication are likelier to have higher academic self-efficacy (Dweck, 2006). Teachers can use techniques such as reframing challenges as opportunities for growth, emphasizing effort over innate ability, and providing positive feedback to help students develop a growth mindset.
Influence Factors
Finally, it is vital to consider the influence of factors such as gender and culture when working with students to improve their academic self-efficacy. Research has shown gender and cultural differences in academic self-efficacy, with females and students from non-Western cultures reporting lower levels of academic self-efficacy (Pajares & Schunk, 2001). Teachers can work to address these differences by providing culturally sensitive instruction and creating a classroom environment that is inclusive and supportive of all students.
In future research, it will be essential to continue to explore the longitudinal evidence for the relationship between academic pressure and academic self-efficacy, as well as to refine the operationalization of academic self-efficacy further and explore the influence of additional factors such as technology on academic self-efficacy (Pajares, 2003). Additionally, more research is needed to examine the influence of factors such as teacher self-efficacy and classroom climate on student academic self-efficacy (Brouwer & Korthagen, 2005).
Overall, the implications for practice and future research suggest that interventions that focus on behavioral change, persuasion, and addressing influence factors can help students develop higher academic self-efficacy and better cope with academic pressure. By continuing to explore the factors that influence academic self-efficacy, researchers and practitioners can work to develop more effective interventions that support student success.
Academic Pressure and Academic Self-Efficacy – Sources
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
- Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153-224.
- Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
- Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139–158.
- Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239-266). Ablex Publishing Corporation.
