Academic self-efficacy as a protective factor for the mental health of university students during the COVID-19 pandemic

Abstract

Background: University students are vulnerable to developing mental health problems due to constant exposure to academic demands. A situation that has been exacerbated by the COVID-19 pandemic and observed in several recent studies. Therefore, current practices require further research and identification of potentially protective factors for mental health. Objective: This study aimed to analyze academic self-efficacy as a protective factor against depression, anxiety, and stress in university students. Methods: A cross-sectional design was used with 3525 university students from Lima, Peru. The prevalence of depression, anxiety, and stress was measured using the DASS-21. Academic self-efficacy was measured with the EPAESA and defined as a predictor of the three mental health conditions. Structural equation modeling was used to test the model, together with a multigroup analysis for gender and working status. Results: One-third of the sample had severe to extremely severe symptoms of depression, anxiety, and stress. Academic self-efficacy was a moderately statistically significant predictor of the three mental health conditions. Relationships were invariant to gender and working status. Conclusions: Self-efficacy can be considered a protective factor for mental health. Interventions to promote academic self-efficacy may be effective in reducing depression, anxiety, and stress in university students. The findings are discussed together with current studies on the topic.

Effects of resilience, social support, and academic self-efficacy, on mental health among Peruvian university students during the pandemic: the mediating role of digital inclusion

“…As for academic self-efficacy, the findings confirm that there is indeed an inverse relationship with general distress, which is consistent with previous evidence ( Alemany-Arrebola et al, 2020 ; Ampuero et al, 2022 ; Andersson et al, 2022 ; Carranza et al, 2022 ). A previous study conducted in Peru by Ampuero et al (2022) found that one third of university students surveyed during confinement presented severe to extremely severe symptoms of depression, anxiety and stress and that academic self-efficacy worked as a protective factor with a moderate effect, as it allowed university students to be aware and confident of their own skills and abilities in different academic activities.…”

“…In particular, general distress was found to be inversely related to resilience, social support, and academic self-efficacy. These findings reinforce the importance of working on coping strategies to deal with distress ( Ampuero et al, 2022 ; Andersson et al, 2022 ; Noh and Park, 2022 ; Ortiz-Calvo et al, 2022 ); considering that resilience presents an inverse relationship with general distress and a direct relationship with psychological well-being ( Beckstein et al, 2022 ; Calle and Urigüen, 2022 ; Nuñez and Vásquez, 2022 ; Valero et al, 2022 ; Xiao et al, 2023 ). This is complemented by the study of Li et al (2021) , who found that in the first weeks of confinement resilience functioned as a protective factor for mental health and that, when resilience is studied as a trait, social support serves as a buffer factor for the impact of low levels of resilience on mental health.…”

“…Finally, academic self-efficacy, also exerts a significant effect on mental health, since the belief in one’s own ability to face challenges at the academic level not only improves academic performance, but also contributes to reduce stress, anxiety and promote greater psychological well-being in students ( Domínguez-Lara, 2014 ; Ampuero et al, 2022 ; Andersson et al, 2022 ). However, the pandemic-induced uncertainty and alterations in the teaching-learning landscape have resulted in reduced academic self-efficacy among university students.…”

“…This decline has led to a decreased willingness to tackle demanding tasks, self-monitor their learning, seek assistance from peers or professors, and proactively pursue actions that facilitate their successful adjustment to their academic pursuits ( Navarro-Mateu et al, 2020 ). The decrease in academic self-efficacy perceived by students has been associated with clinical indicators of anxiety, depression and stress ( Alemany-Arrebola et al, 2020 ; Navarro-Mateu et al, 2020 ; Ampuero et al, 2022 ; Carranza et al, 2022 ; Ortiz-Calvo et al, 2022 ). In addition, recent studies find a positive relationship between academic self-efficacy, motivation, academic performance and satisfaction with studies in university students ( She et al, 2021 ; Talsma et al, 2021 ; Carranza et al, 2022 ).…”