Stress and Self-Efficacy Among High School Students

This article examines the relationship between stress and self-efficacy among high school students through a review of relevant psychological and educational literature. Particular attention is paid to academic demands, examinations, social expectations, and students' perceived ability to manage challenging situations. Drawing on social cognitive theory, the article discusses how self-efficacy may influence students' appraisal of stressful experiences, coping strategies, motivation, and persistence. The reviewed literature suggests that stronger self-efficacy beliefs are generally associated with more adaptive coping and better psychological adjustment, although these relationships vary across contexts and do not necessarily establish causality. The article also considers the importance of distinguishing academic, social, and emotional self-efficacy when examining adolescent stress. Supportive teacher feedback, achievable learning goals, opportunities for mastery, and accessible school counselling are discussed as practical approaches to supporting students. The article concludes that efforts to address school-related stress should combine the development of students' perceived capabilities with improvements in the learning environment.