The Role of Self-Efficacy, Stress Management, and Perceived Social Support in Predicting the Academic Performance of University-Entrance Exam Students

Abstract

The present study aimed to examine the role of self-efficacy, stress management, and perceived social support in predicting the academic performance of university-entrance exam students. This study was applied in nature and descriptive-correlational in terms of statistical analysis. The study population consisted of all adolescents in Shiraz city in 2025 who were enrolled in secondary schools and volunteered to participate in the national university entrance exam. The sample included 200 adolescents who were selected using a cluster sampling method from secondary schools in Zone 2 of Shiraz city. The measurement tools included the Self-Efficacy Questionnaire (Schwarzer et al., 1982), the Multidimensional Perceived Social Support Scale (MSPSS), the Academic Performance Assessment Questionnaire by Fam and Taylor, and the Perceived Stress Management Questionnaire (PSS). The data obtained from the questionnaires were analyzed using SPSS software version 28. Pearson’s test and multiple regression analysis were used to examine the research hypotheses. The results indicated that the family support component was significantly and positively able to predict academic performance (p = 0.001, β = 0.328). The support from significant others was significantly and positively able to predict academic performance (p = 0.005, β = -0.287). Stress management was significantly and positively able to predict academic performance (p = 0.001, β = 0.345), and self-efficacy was significantly and positively able to predict academic performance (p = 0.001, β = 0.411).