Abstract:
This correlational study aimed to investigate the relationship between academic self-efficacy and
stress in university students, with a focus on the moderating role of gender. Participants were
selected using purposive sampling techniques from COMSATS University Islamabad, Lahore
Campus, Pakistan. The study utilized the DASS21 subscale for stress and the General Academic
Self-Efficacy (GASE) scale to assess academic self-efficacy. The findings revealed a significant
correlation between academic self-efficacy and stress among university students. Moreover, the
results indicated that gender played a moderating role in this relationship, with women exhibiting
a stronger impact. However, the study did not find substantial differences in stress levels
between men and women. Overall, this study highlights the importance of considering gender as
a significant factor in understanding the relationship between academic self-efficacy and stress
among university students. The findings suggest that women may experience a greater influence
of academic self-efficacy on stress levels compared to men. These results can contribute to the
development of targeted interventions and support systems tailored to address the specific needs
of university students in managing academic stress and promoting overall well-being.
