Abstract
BackgroundSelf-efficacy and future anxiety affect students’ performance. A relation between both is suggested and needs to be investigated. The aim of this study is designed to assess self-efficacy, future anxiety among Helwan University students, and the relation between them.ResultsTen percent of colleges’ students were subjected to self-efficacy scale and future anxiety scales. Future anxiety is significantly related to self-efficacy. Self-efficacy is significantly higher in the college of nursing. There is a significant increase in self-efficacy in the 1st grade, while there is a significant increase in future anxiety in the 4th grade.ConclusionThere is a negative significant correlation between age and self-efficacy, while there is a positive significant correlation between age and future anxiety.
Highlights
Self-efficacy and future anxiety affect students’ performance
It may due to the challenges that face the university students that include specialty selection, friends’ choice, independence desire, exam stressors, fear of failure, residence in the University City and demands of the work field; all these challenges lead to variable levels of anxiety that often increase accompanied with a decrease in selfefficacy when the student realized disability to face these challenges This finding is supported by the findings of Sediek [14], whose study on 249 university students at Helwan University revealed that there is a negative relation between self-efficacy and future anxiety
The present study reveals that there is a negative significant correlation between the age and grade of students and self-efficacy; it may be due to the educational systems in Egypt play role in loss the student selfconfidence through the curriculum, and the ability to reach the goal while there is a positive significant correlation between age of students and future anxiety
Summary
Self-efficacy and future anxiety affect students’ performance. The aim of this study is designed to assess self-efficacy, future anxiety among Helwan University students, and the relation between them. Self-efficacy can be defined as individuals’ beliefs about their capabilities to produce designated levels of performance that influence over events affecting their lives. According to Tirana 2013, the four sources of information that individual employs to judge their efficacy are performance outcomes (performance accomplishments), vicarious experiences, verbal persuasion, and physiological feedback (emotional arousal). These components help individuals determine if they believe they have the capability to accomplish specific tasks [3].
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