The Effect Of Self Efficacy On Subjective Well-beting On Students Who Are Working On Thesis

The Effect of Self-Efficacy on Subjective Well-Being on Students Who Are Working on Thesis

Introduction

Subjective well-being is a crucial aspect of a student's life, especially when they are working on their thesis. The long and tiring process of completing a thesis can significantly affect a student's happiness and overall well-being. As a result, it is essential to understand the factors that contribute to a student's subjective well-being during this period. One such factor is self-efficacy, which refers to an individual's belief in their ability to complete a task or achieve certain goals. This study aims to investigate the effect of self-efficacy on subjective well-being in students who are working on their thesis.

The Importance of Self-Efficacy

Self-efficacy is a critical component of an individual's motivation and perception of their ability to complete a task. In the context of students working on their thesis, self-efficacy plays a significant role in determining their confidence and enthusiasm in completing their final project. Students with high self-efficacy tend to be more confident in facing challenges, overcoming stress, and maintaining their motivation throughout the thesis preparation process.

Self-efficacy is not just a personal trait, but it can also be developed and strengthened through various means. For instance, students who receive support and guidance from their lecturers, peers, or mentors tend to develop higher self-efficacy. This support can take many forms, including skills training, coaching, or mentoring workshops. By providing students with the necessary skills and strategies to overcome challenges, these programs can help increase their self-efficacy and, subsequently, their subjective well-being.

Research Methodology

This study employed a quantitative method to collect data from 138 research subjects who were working on their thesis. The data was collected using a Likert scale, which consisted of two main components: a self-efficacy scale and a subjective well-being scale. The self-efficacy scale measured the students' confidence in their ability to complete their thesis, while the subjective well-being scale assessed their overall happiness and well-being during the thesis preparation process.

The data was analyzed using simple linear regression methods to determine the relationship between self-efficacy and subjective well-being. The results showed a significant positive influence between self-efficacy and subjective well-being, with self-efficacy contributing 28.4% to the increase in subjective well-being.

The Relationship Between Self-Efficacy and Subjective Well-Being

The results of this study demonstrate a significant relationship between self-efficacy and subjective well-being in students who are working on their thesis. Specifically, the study found that students with higher self-efficacy tend to experience higher levels of happiness and subjective well-being. This is a crucial finding, as it highlights the importance of self-efficacy in determining a student's overall well-being during the thesis preparation process.

The positive influence of self-efficacy on subjective well-being can be attributed to several factors. Firstly, students with high self-efficacy tend to be more confident in their ability to complete their thesis, which reduces their stress and anxiety levels. Secondly, students with high self-efficacy tend to be more motivated and enthusiastic in completing their thesis, which increases their overall satisfaction and happiness.

Research Implications

The results of this study have important implications for those involved in higher education. Firstly, the development of support programs that can increase student self-efficacy is crucial. These programs can provide students with the necessary skills and strategies to overcome challenges, while increasing their confidence and motivation.

Secondly, the academic environment that supports students during the thesis preparation process is also essential. Lecturers and campuses need to provide emotional and psychological support to students, which can help them feel more capable and confident. This support can take many forms, including regular check-ins, mentorship programs, or peer support groups.

Conclusion

In conclusion, the effect of self-efficacy on subjective well-being in students who are working on their thesis is a significant relationship. Increased self-efficacy can contribute to increasing the level of happiness and subjective well-being of students. Therefore, it is essential for students to build their self-confidence and for educational institutions to provide support that can strengthen student self-efficacy. Through these steps, students are expected to be able to complete their thesis better and feel greater happiness during the process.

Recommendations

Based on the findings of this study, the following recommendations are made:

1. Develop support programs: Educational institutions should develop support programs that can increase student self-efficacy. These programs can provide students with the necessary skills and strategies to overcome challenges, while increasing their confidence and motivation.
2. Provide emotional and psychological support: Lecturers and campuses should provide emotional and psychological support to students during the thesis preparation process. This support can help students feel more capable and confident, which can increase their subjective well-being.
3. Foster a supportive academic environment: Educational institutions should foster a supportive academic environment that encourages students to seek help and support when needed. This can include regular check-ins, mentorship programs, or peer support groups.
4. Monitor student well-being: Educational institutions should monitor student well-being during the thesis preparation process. This can include regular surveys or assessments to determine students' levels of happiness and subjective well-being.

By implementing these recommendations, educational institutions can help students build their self-confidence and increase their subjective well-being during the thesis preparation process.
Frequently Asked Questions: The Effect of Self-Efficacy on Subjective Well-Being in Students Who Are Working on Their Thesis

Q: What is self-efficacy, and how does it relate to subjective well-being?

A: Self-efficacy refers to an individual's belief in their ability to complete a task or achieve certain goals. In the context of students working on their thesis, self-efficacy plays a significant role in determining their confidence and enthusiasm in completing their final project. Students with high self-efficacy tend to experience higher levels of happiness and subjective well-being.

Q: What are the benefits of high self-efficacy in students who are working on their thesis?

A: Students with high self-efficacy tend to be more confident in facing challenges, overcoming stress, and maintaining their motivation throughout the thesis preparation process. They are also more likely to experience positive experiences, which can increase their subjective well-being.

Q: How can educational institutions support students in building their self-efficacy?

A: Educational institutions can support students in building their self-efficacy by developing support programs that provide students with the necessary skills and strategies to overcome challenges. These programs can include skills training, coaching, or mentoring workshops. Additionally, lecturers and campuses can provide emotional and psychological support to students, which can help them feel more capable and confident.

Q: What are some strategies that students can use to build their self-efficacy?

A: Students can use several strategies to build their self-efficacy, including:

• Setting realistic goals and breaking them down into smaller, manageable tasks
• Seeking help and support from lecturers, peers, or mentors
• Practicing self-care and stress management techniques
• Celebrating their achievements and progress
• Focusing on their strengths and abilities

Q: How can students measure their self-efficacy and subjective well-being?

A: Students can measure their self-efficacy and subjective well-being by using self-report scales, such as the Self-Efficacy Scale and the Subjective Well-Being Scale. These scales can provide students with a quantitative measure of their self-efficacy and subjective well-being, which can help them identify areas for improvement.

Q: What are some common challenges that students face when working on their thesis, and how can self-efficacy help?

A: Students often face challenges such as time management, stress, and anxiety when working on their thesis. Self-efficacy can help students overcome these challenges by increasing their confidence and motivation. Students with high self-efficacy are more likely to feel capable of managing their time, overcoming stress, and achieving their goals.

Q: How can educational institutions monitor student well-being during the thesis preparation process?

A: Educational institutions can monitor student well-being during the thesis preparation process by using regular surveys or assessments to determine students' levels of happiness and subjective well-being. This can help institutions identify areas where students may need additional support or resources.

Q: What are some potential consequences of low self-efficacy in students who are working on their thesis?

A: Low self-efficacy in students who are working on their thesis can lead to decreased motivation, increased stress and anxiety, and lower levels of happiness and subjective well-being. It can also lead to decreased academic performance and increased dropout rates.

Q: How can students maintain their self-efficacy and subjective well-being during the thesis preparation process?

A: Students can maintain their self-efficacy and subjective well-being during the thesis preparation process by:

• Setting realistic goals and breaking them down into smaller, manageable tasks
• Seeking help and support from lecturers, peers, or mentors
• Practicing self-care and stress management techniques
• Celebrating their achievements and progress
• Focusing on their strengths and abilities

By following these strategies, students can maintain their self-efficacy and subjective well-being, even in the face of challenges and setbacks.