THE RELATIONSHIP OF SELF-REGULATION AND SELF-EFFICACY WITH ACADEMIC STRESS IN UNIVERSITY STUDENTS
THE RELATIONSHIP OF SELF-REGULATION AND SELF-EFFICACY WITH ACADEMIC STRESS IN UNIVERSITY STUDENTS

Summary/Abstract: The present study aims at investigating the relationship of self-regulation and self-efficacy with academic stress in university students. To this aim, 200 students (80 males and 120 females) were selected by cluster sampling from students of six faculties in Tehran Tarbiat Moallem University. The instruments used to serve the purpose of the study include Self-regulated Learning Questionnaire (1995), General Self-efficacy Scale (1981), and Academic Stress Scale (1991). According to the analysis of the results and correlations, while self-regulation, cognition, meta-cognition, and self-efficacy have a positive and significant relationship with each other, they show a negative and significant relationship with academic stress. The results also indicate that self-regulation and self-efficacy affect academic stress directly. The pattern revealed by this study indicates that self-regulation affects academic stress through self-efficacy that acts as a mediator variable.

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