Zhang Jie, Teresita Lasam
ABSTRACT
This study examined the relationship between college students’ self-efficacy and selected psychological and behavioral variables, including college adjustment, body appreciation, and psychological distress. Guided by Bandura’s Social Cognitive Theory, the study investigated how self-efficacy influences students’ ability to adapt to academic, relational, and psychological demands in the university environment. A mixed-method descriptive–correlational research design was employed using standardized instruments to measure self-efficacy, college adjustment, body appreciation, and psychological distress. Data were collected from 543 college students and analyzed using frequency and percentage distribution, range of scores, chi-square test of relationship, and thematic analysis. The results revealed that the majority of students demonstrated high levels of self-efficacy. Self-efficacy showed significant positive relationships with college adjustment and body appreciation, indicating that students with higher confidence in their abilities tend to adjust better academically, socially, and psychologically, and display more positive body perceptions. Conversely, a significant negative relationship was found between self-efficacy and psychological distress, suggesting that students with higher self-efficacy experience lower levels of emotional strain and stress. Qualitative findings further revealed challenges related to academic confidence, adaptation to academic demands, interpersonal relationships, body image concerns, and academic stress. The findings highlight self-efficacy as a key psychological resource that supports students’ academic adjustment, emotional regulation, interpersonal functioning, and positive self-perception. The study recommends that universities strengthen self-efficacy enhancement programs, mental health services, and peer support systems to promote students’ psychological well-being and overall development. The results provide valuable insights for educators, counselors, and university administrators in developing interventions that support the mental health and holistic growth of college students.
Keywords: Self-efficacy, college adjustment, body appreciation, psychological distress
https://doi.org/10.57180/hpkr2927