Abstract
In recent decades the number of university students who in addition to their education, balance other substantial commitments has increased, leading to greater stress and pressure to succeed in their studies. Furthermore, when students are confident, they can succeed. This study examined the stress and academic self-efficacy levels of 305 Australian Teacher Education students via a self-reported survey. Results suggest that females and younger students may experience higher levels of stress and lower levels of academic self-efficacy than their peers. For students in higher education, support or intervention to improve their belief in their capabilities regarding academic tasks need to consider targeting specific groups of students. Implications and recommendations for future research and practice will be discussed.
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