ACADEMIC SEIF EFFICACY, STRESS IN UNIVERISITY STUDENTS: THE MODERATING ROLE OF GENDER

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.