Differences in Academic Self-Efficacy Levels in Terms of the Priority Choices of Graduate Profiles on College Students

Abstract

Background: Students with good academic self-efficacy are reported to be able to handle academic stress and non-academic stress. To have academic self-efficacy needs to be supported by a clear higher education orientation. Furthermore, Universitas Diponegoro (UNDIP) has a graduate profile orientation called COMPLETE (Communicator, Professional, Leader, Thinker, Entrepreneur, Educator). Study aims: (1) to see differences in graduate profile choice priorities affect academic self-efficacy among UNDIP students and (2) explore other demographic factors that can affect academic self-efficacy. Method: This study uses a survey method with 2,889 first-year college students’ participants. The instrument used in this study was The Beliefs in Educational Success Test (BEST) and a priority survey that students wanted after graduate based on COMPLETE. Data analysis used in this study is the Independent Sample T-Test. Result: The results of this study found that students with a graduate profile orientation as a Leader (p = 0.000) had significantly higher academic self-efficacy compared to other graduate profile orientations. Furthermore, this study also found that gender (p= 0.019), differences in faculty clusters (p= 0.012), and scholarship ownership (p= 0.053) influenced academic self-efficacy in students. Conclusion: Differences in graduate profile orientation are proven to affect academic self-efficacy in students. These findings provide recommendations for campus policy holders, psychology practitioners, and further research to present appropriate programs and strategies in instilling graduate profile values in students.