The Impact of the Perceived Self-Efficacy on the Academic Adjustment among Qassim University Undergraduates

Abstract

The main purpose of the study was to explore the impact of the perceived self-efficacy on the academic adjustment among a sample of Qassim University female undergraduates. Two tests were utilized; the perceived self-efficacy and the academic adjustment, the validity and reliability of the tests were insured. A sample of 150 undergraduate from Qassim University enrolled in the first semester of the academic year 2016/2017 from the faculty of Arts and sciences/Ar-Rass, the participants were selected by the simple random technique. The participants level of the perceived self-efficacy was low, the means scores range between 1.05 - 1.61, the social dimension score was the highest (M = 1.61), and the emotional dimension score was the lowest (M = 1.05), the overall means of the test score was 1.38; the academic adjustment score was also low the means range between 1.05 - 1.28, the academic dimension means score was high (M = 1.21), and the teacher-learner relationship score was low (M = 1.05), the overall means of the test was 1.21. The statistical correlation between the emotional dimension and the academic adjustment dimensions was not significant. But a significant statistical correlation was found between the dimension of determination and perseverance, the cognitive dimension and the overall perceived self-efficacy and the academic dimension.