Academic Self-efficacy of Undergraduate Students in Mass Communication Technology, Rajamangala University of Technology Phra Nakhon

Abstract

Academic self-efficacy is one of the most key successes for learners. Learners with high academic selfefficacy can adapt well with new environments and challenges. These learners are self-motivated, eager to participate in activities, patient, and good at time management. Therefore, they usually have higher academic achievement than those learners with low academic self-efficacy. In addition, high academic self-efficacy learners have more chance to graduate than low self-efficacy learners. Thus, assessment for academic selfefficacy is important. However, academic self-efficacy is unique and differs from context to context. That is why this study is set up to measure academic self-efficacy of first-year students at the faculty of Mass Communication Technology, Rajamangala University of Technology Phra Nakhon, the sample group of this research. Objectives of this study are to identify factor domains of academic self-efficacy and to measure academic self-efficacy of the sample group with initial academic self-efficacy tool. Using a mixed methodology focusing on quantitative data, a survey was launched in the orientation of 2016 first-year students. Qualitative data were also collected at the same time with a couple of open-ended questions. Findings show that 26.04 percent of 192 participants show high academic self-efficacy (score more than 80 presents), 55.73 percent with medium academic selfefficacy (score 60-79) and 18.23 percent with low academic self-efficacy (score less than 60). Participants believe that they can follow all the university’s rule and regulations and they like teamwork. However, they are still lack of foreign language skill and information technology skills (medium and high level). Findings also show that high academic self-efficacy participants still concern most on their ability to manage with their new learning environment. The rest of their concern is on time management, relationship with new friends, funding, the ability to adapt with new environment and etc. Though, learners’ concerns when dealing with new environment are normal, the faculty should react fast with this situation by getting new learners to the orientation and support systems as soon as possible in order to lift up new learners’ emotional stage and fill-in necessary high education learning skills.