The purpose of the present research was to examine experimentally how academic stress and self-efficacy among undergraduate college Students were affected by a structured Self-Efficacy Enhancement and Stress Management Program. The design used was a real experimental pre-test–post-test control group. Using purposive sampling, 100 students (50 males and 50 females) from T.C. College in Baramati made up the sample. They were divided into two groups at random: the Experimental Group (n = 50) and the Control Group (n = 50). Goal-setting approaches, positive self-talk, cognitive restructuring, relaxation techniques, time management, and 45-minute motivation and confidence-building sessions were all part of the eight-week intervention for the experimental group. The General Self-Efficacy Scale (GSES) and Academic Stress Scale (ASS) were used to gather data both before and after the intervention. The mean, standard deviation, paired t-tests, and independent t-tests were all part of the statistical analysis. In comparison to the control group, the experimental group showed a substantial gain in self-efficacy and a significant decrease in academic stress (p < 0.01). The results, which highlight the importance of coping mechanisms and self-belief in overcoming academic obstacles, are consistent with Bandura's Social Cognitive Theory. In order to improve students' academic achievement, emotional control, resilience, and professional preparedness, the study emphasizes the significance of incorporating organized psychological skill-based treatments within physical education curriculum.
Deokate Dipak Abasaheb (Sat,) studied this question.