Academic Self-Efficacy Among First-Year Students of the Department of Psychology, Faculty of Medicine and Health Sciences at Jambi University
DOI:
https://doi.org/10.58222/e842g431Keywords:
Academic Self-Efficacy, First-Year Students, PsychologyAbstract
First-year students encounter academic demands and adjustment processes that differ from their previous educational experiences. These conditions require confidence in their ability to perform academic tasks, known as academic self-efficacy. This study aimed to describe the academic self-efficacy of first-year students in the Department of Psychology, Faculty of Medicine and Health Sciences, Jambi University, from the 2025 cohort. This quantitative study employed a descriptive cross-sectional design involving 138 first-year students selected through total sampling. Data were collected using The Indonesian Academic Self-Efficacy Scale (TIASS) and analyzed descriptively using JASP version 0.95.4. The results showed that overall academic self-efficacy was predominantly categorized as low (52.2%). The interaction at university (59,4%) and performance out of class (52,9%) dimensions were predominantly categorized as high, whereas the performance in class (51.4%) and managing work, family, and university (52.2%) dimensions were predominantly categorized as low. It can be concluded that first-year students tended to have low academic self-efficacy, indicating the need to strengthen their confidence in coping with academic demands.
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