Threats or Opportunities That Undermine or Facilitate First-Year University Students’ Levels of Academic Self-Efficacy

University students experience new academic demands during their transition from school to college. This study explored variables that positively or negatively influence first-year university students’ levels of self-efficacy, providing insights into teachers’ practices and Higher Education Institutions. Data were collected at two points over the course 6 months a convenient sample 311 students, regression-based path analysis was undertaken using mediation moderation analysis. The findings showed positive emotions, negative emotional states, motivational processes, internal states affect performance, beliefs, judgments self-efficacy. More specifically, results revealed such as gratitude, intrinsic motivation, perceptions control, processes named obsessive harmonious passion undermine facilitate self-efficacy levels. Limitations recommendations for future research, well practical implications counselors teachers, leaders administrators, are discussed.