Self-Efficacy and Peer Support in the Relationship between Academic Stress and Learning Motivation among University Students

Abstract

Academic stress is a common challenge among university students and may negatively affect their learning motivation, confidence, and overall academic performance. This study investigates the relationship between academic stress and learning motivation among university students, with a specific focus on the role of self-efficacy and peer support. The findings show that students with higher academic stress reported lower levels of motivation, especially when they experienced difficulty managing workload, examinations, deadlines, and personal expectations. However, self-efficacy was found to reduce the negative impact of stress by helping students remain confident in their ability to complete academic tasks. Similarly, peer support played an important role in improving motivation by providing emotional encouragement, academic guidance, and a sense of belonging. The results suggest that students who have strong confidence in their abilities and supportive peer relationships are more likely to stay motivated even under stressful academic conditions. Overall, the study highlights the importance of strengthening student support systems, confidence-building activities, and collaborative learning environments to improve motivation and academic well-being in universities.