University Support Services and Academic Self-Efficacy of Students

Abstract

This study investigated the relationship between university support services and Academic self-efficacy of university students of Southwestern Uganda. This was a cross-sectional survey research design carried out among student finalists in the humanities and science disciplines who were randomly selected in three Universities. A sample of 306 participants who were issued with a self-administered questionnaire using random sampling. Descriptive statistics and inferential statistics were used to examine the influence and significance of university support services on Academic self-efficacy. The findings obtained revealed a strong positive correlation between university support services and academic self-efficacy and that university support services significantly influence academic self-efficacy (r =.636, r2 = .405, P=0.00). It was noted that academic support and supervisor support and administrative support had a positive relationship with academic self-efficacy, while infrastructure support negatively influenced academic self-efficacy. From the results of this study, it is recommended that universities should institute measures and programs that strengthen and enhance academic, supervision and administration support systems that improve students’ academic self-efficacy, though much effort should be put to improving infrastructure