Factors Affecting Academic Self-Efficacy and Its Association with Academic Achievment among Students of Bushehr University Medical Sciences 2012-13

Introduction: As a motivating factor, self- efficacy increases academic performance and decreases stress. Therefore, determining factors influencing self- efficacy could be significantly useful in improving students’ academic achievement and consequently development of educational system. The aim of this study is to investigate factors affecting academic self efficacy and its association with academic achievement. Methods: This descriptive cross-sectional study was conducted through systematic random sampling method among 428 students of Bushehr University Medical Sciences during 2012-2013 academic years. Students’ academic achievement was evaluated using their Grade Point Average (GPA) of preceding semester. Data was collected by demographic questionnaire and 4 standard scales including academic self efficacy, academic stress, multidimensional social support, and student outcome expectancy. Then data was analyzed using descriptive and inferential statistical tests. Results: Significant correlations were observed between self-efficacy and, academic achievement (r=0.116, p=0.018), stress type (r=-0.142, p=0.003), reaction to stress (r=-0.623, p=0.001), family support (r=0.134, p=0.004), and other valued persons’ support (r=0.214, p=0.000). In liner regression model, predictor constructs of self-efficacy were identified to be reaction to stress (β=-0.196, p=0.001) and other valued persons’ support (β= 0.197, p=0.001). Conclusion: Academic self-efficacy is an effective factor on academic achievement and it can be improved by designing appropriate interventions to control academic stress and increase the level of support by family and teachers.