Self-Regulation, Self-Efficacy and Duration in an Institute as Contributory Factors in Academic Cynicism

Abstract

This study investigates how students' academic self-efficacy is impacted by self-regulation and academic cynicism. A simple random selection strategy was used to select 384 undergraduate students from Pakistani public and private universities. The Cynical Attitudes towards College Scale (CATCS), the Student Self-Efficacy (SSE) Scale, and the Short Self-Regulation Questionnaire (SSRQ) were among the tools utilized. The primary results showed that academic cynicism had a significant detrimental effect on self-efficacy, emphasizing the need to address unfavorable perceptions of academic institutions. On the other hand, self-regulation significantly increased self-efficacy, highlighting its significance in improving students' academic performance. According to the study, encouraging self-regulation techniques and developing a welcoming learning atmosphere are crucial for fostering successful academic results.