Self-Efficacy among Undergraduate Students in West Bengal: A Multidimensional Analysis

Abstract

Self-efficacy, defined as individuals' beliefs in their capabilities to organize and execute actions required for achieving specific goals, constitutes a foundational construct in educational psychology with profound implications for academic achievement and career development. This study investigated self-efficacy levels among 639 undergraduate students (186 male, 453 female) from 16 colleges across four districts of West Bengal, India, examining variations across gender, geographical location, family income, family type, and scholastic stream. A comprehensive Self-Efficacy Scale was developed and validated, initially comprising 63 items across 10 dimensions. Following expert validation (κ > 0.75) and reliability analysis (Cronbach's α = 0.915), factor analysis revealed a three-factor structure explaining 63.571% of total variance: Personal Competence and Confidence (16 items, α = 0.799), Persistence and Resilience (15 items, α = 0.802), and Adaptability and Problem Solving (13 items, α = 0.816). Results indicated that 32.7% of students demonstrated high self-efficacy (scores 138-217), 11.3% moderate self-efficacy (scores 116-137), and 56.0% low self-efficacy (scores 44-115). Arts students (M = 116.57, SD = 35.80) showed significantly higher self-efficacy than Science students (M = 106.21, SD = 35.52; t = 2.90, p < 0.01). No significant gender differences emerged, though females (n=145 in high category) outnumbered males (n=63). Urban students (n=146 in high category) demonstrated stronger self-efficacy than rural students (n=62). Students from nuclear families (n=113 in high category) and middle-income families (₹10,001-20,000: n=95 in high category) showed highest self-efficacy. The findings highlight the need for targeted self-efficacy enhancement programmes, particularly for Science students, rural youth, and students from lower-income families.