Abstract:

Self-efficacy is a psychological concept which can be understood as self-confidence in one’s abilities, one’s capability to plan and act in a way necessary to achieve a specific goal and, in the broadest sense, one’s ability to cope with a certain situation or task. In the case of university students, the most frequently used term is academic self-efficacy, which is specified directly for the academic environment. However, the two concepts are closely linked. Academic self-efficacy differs from self-efficacy in that it consists of several dimensions, where each of them can be affected by a different factor.

The aim of the research study is to examine whether there is a correlation between the dimensions of academic self-efficacy and the demographic characteristics in university students. The research sample consisted of 207 university students (mean age = 23.88, SD = 5.3) of whom 19 were male (mean age = 25.2, SD = 4.8) and 188 were female (mean age = 23.7, SD = 5.4).

The research method was based on a single questionnaire. The academic self-efficacy questionnaire has a total of 40 items and covers 12 dimensions that saturate the overall score. The reliability of the overall score achieves ω = 0.898. Statistical data processing was made using the SPSS 20 programme. The data were analysed using descriptive statistical methods and the Mann-Whitney test. The study was conducted in compliance with applicable ethical principles.

The Mann-Whitney test revealed a number of differences in the self-efficacy dimensions in relation to the demographic characteristics. In the case of gender a significant difference was observed in the examination dimension (U = 1143.5, p = 0.01) with a higher score among women. In the context of the type of study (teaching versus non-teaching programmes) no significant differences were observed. As far as the full-time and part-time form of study is concerned, differences were observed in several dimensions of academic self-efficacy. Similarly to gender, this was the examination dimension (U = 2924.0, p = 0.045). In addition, differences were observed in the comprehension dimension (U = 2919.5, p = 0.045) and adjustment (U = 3000.5, p = 0.023). In all of the cases, students in the full-time form of study had a higher self-efficacy score. The implications and limitations of this study are discussed.

Keywords:

Academic self-efficacy, university, students.