Impact of Self-Efficacy on Psychological Well-Being among Undergraduate Students

The present investigation was carried out to study the impact of Self-efficacy on Psychological Well-being among undergraduate students. The sample consisted of 100 (50 Male and 50 Female) students selected from the Aligarh Muslim University, Aligarh. In order to collect the requisite data, General Self-Efficacy Scale (S. Sud, Schwarzer and Jerusalum, 1995) and Psychological Well-being (Carol Ryff, 1989) was used to study the mentioned problem Simple Linear Regression was used analysis impact the self efficacy on psychological well being among undergraduate students. The findings of the present study show that, correlation between Selfefficacy and Psychological Well-being among Male students was found R = .596 and actual contribution of predictor variable to criterion variable was found to be 35.6% whereas among Female students correlation between Self-efficacy and Psychological Well-being was found R = .551 and actual contribution of predictor variable to criterion variable was found to be 30.4%. Further t-test was applied between Self-efficacy as well as Psychological Well-being of both groups, where it was found that there was insignificant difference between Self-efficacy of Male and Female students but a significant difference was found between Psychological well-being of both groups.

The first type of well-being is in agreement with the hedonic perspective (Watson, Clark, & Tellegen, 1988;Diener et al., 1999) and includes the dimensions linked to physical health, positive and negative effect, and life satisfaction, while the second one is consistent with the eudaimonic perspective (Ryff, 1989;Ryff & Singer, 1996;Kashdan, Biswas-Diener, & King, 2008) and includes the dimensions of self-actualization, personal development, and relations with environment. The psychological well-being has been considered by Ryff (1989) as a set of psychological characteristics implicated in positive human functioning (Keyes, Ryff, & Schmotkin, 2002): autonomy, environmental mastery, self acceptance, purpose in life, positive relations with others, and personal growth. The six dimensions of PWB evoke different challenges that people encounter as they try to function positively (Ryff & Keyes, 1995). Individuals attempt to feel good even when aware of their own limitations (self-acceptance), seek to develop and maintain warm and trust in interpersonal relationships (positive relations with others), try to manage their environment so as to meet personal needs and desires (environmental mastery); in addition, individuals look for a sense self-determination and personal authority (autonomy), finding meaning in one's efforts and challenges (purpose in life); lastly, individuals tend to seek their talents and capacities (personal growth). Several studies have documented the effects of socio demographic variables such as age and sex in the dimensions of PWB (Clarke et al., 2000; Keyes & Ryff, 1998;Marmot et al., 1998;Ryff & Singer, 1996). By Ryff (1989), environmental mastery and autonomy tended to increase with age (especially from young to midlife adults), while purpose in life and personal growth decreased with age (especially from midlife to old aged adults), without age differences for self-acceptance and positive relations with others; furthermore, Ryff and Singer (1996) pointed out that women of all ages valued themselves higher on positive relations with others and personal growth. Recently, in Italian context, Sagone and De Caroli (in press) found that late adolescents showed greater personal growth and purpose in life than middle ones and boys valued themselves higher on environmental mastery and self-acceptance than girls. Psychological well-being and self-efficacy have been shown to predict students' scholastic performance and success. As reported by some researches, students who expressed high levels of self-efficacy and well-being were motivated to participate in relevant academic activities and to develop positive attitudes that led to success at school (Ozer & Bandura, 1990;Lyubomirsky, 2001;Khramtsova et al., 2007) and were likely to perform well in their academic goals (Zimmerman, Bandura, & Martinez-Pons, 1992). Furthermore, students who perceived themselves as highly efficient in school context were likely to develop positive attitudes toward the learning of subjects. Students with high psychological well-being and life satisfaction were found to be more flexible, resilient, and efficient in problem solving and were more committed to Impact of Self-Efficacy on Psychological Well-Being among Undergraduate Students © The International Journal of Indian Psychology | 8 their academic goals and pursued success rather than to be focused on avoiding of their failures (Pajares & Schunk, 2001).

OBJECTIVES OF THE STUDY
1. To study the impact of self-efficacy on psychological well being on undergraduate male and female students. 2. To study the relationship between self-efficacy and psychological well being of undergraduate male and female students. 3. To study the difference between self-efficacy as well as psychological well being of undergraduate male and female students.

HYPOTHESES OF THE STUDY
1. There will be significant impact of self-efficacy on psychological well being on undergraduate male and female students. 2. There will be positive relationship between self-efficacy and different dimensions of psychological well being of undergraduate male and female students. 3. There will be significant difference between self-efficacy as well as psychological well being of undergraduate male and female students.

Sample
The sample of the present study consisted of 100 (50 male & 50 females) students. Purposive sampling technique used from the Aligarh Muslim University Aligarh. Tools General Self-Efficacy Scale (GSES; S. Sud, R. Schwarzer & M. Jerusalem, 1995): the general self-efficacy scale is a 10 items psychometrics scale that is design to assess optimistic self-belief to cope with a variety of difficult demand in life. the scale has been originally developed in Germany by Matthias Jerusalem and Ralf Schwarzer in 1981, first as a 20-item version and later as a reduced 10-item version by Sud, R. Schwarzer along and M. Jerusalem (1995), and the test is self-evaluation questionnaire consisting of 10 statement related to situation. Cronbach`s alpha ranged from 0.76 to 0.90, with the majority in the high 0.80. It is a 4 point likert scale ranging from not at all true to exactly true. Total score ranged from 10 to 40 points.

Psychological well being scales (PWB):
In the present investigation, psychological well being was measured by Ryff `s scales of psychological well being scale developed by Carol Ryff (1989). The scale consists of 54 items. Which consists a series of statement reflecting the six areas of psychological well being: selfacceptance, positive relation with others, autonomy, environmental mastery, purpose in life and personal growth? Respondents rate statement on a scale of 1 to 6, with 1 indicating strong disagreement and 6 indicating strong agreement. The internal consistency coefficients of the scale between 0.86 and 0.93.

PROCEDURE
The scales were administered on the Under Graduate students, before distributing the respective tools good rapport was established and proper instructions were given to the participants and also ensured for confidentiality; after that questionnaires were given, participants were taken half an hour to give their complete responses on the measures and then the data were collected.

Statistical Analysis
To verify the research objectives data was analyzed, Simple Linear Regression and t-test analyses were applied.   values are significant for Self-efficacy and also show the positive relationship between Selfefficacy and Psychological Well-being. The Value of Beta is r = .596 which indicates that Self-efficacy significantly influences degree of Psychological Well-being among Undergraduate Male Students. The relationships between these two variables represent linear correlation among male students; it means that when Self-efficacy Increases Psychological Well-being also increases and when Self-efficacy decreases then Psychological Well-being also decreases. The above table indicates that Self-efficacy of male undergraduate students significantly correlated with different dimensions of Psychological well-being i.e. Self Acceptance, Positive Relation, Autonomy, Environmental Mastery, Purpose in Life, Personal Growth respectively. The above table represents the Model Summary indicating one Predictor (Self-efficacy) of the model, where correlation between Self-efficacy and Psychological Well-being among female students was found to be R=.551, further R Square Change =.304 which represents the actual contribution of Self-efficacy to Psychological Well-being, the real covariance magnitude of Predictor variable: Self-efficacy which contribute to the Criterion Variable: Psychological Wellbeing came out as 30.4%.  two variables represent linear correlation among female students; it means that when Selfefficacy increases Psychological Well-being also increases and when Self-efficacy decreases then Psychological Well-being also decreases.

Table-6: Represents the Correlations between Self-Efficacy and Different dimensions of Psychological Well-being among Female. Correlations
The above table indicates that Self-efficacy of female undergraduate students significantly correlated with the dimensions of Psychological well-being i.e. Positive Relation, Autonomy, Environmental Mastery, and Purpose in Life while Self Acceptance and Personal Growth were insignificantly correlated.  Whereas, above table shows mean, SD and t-value of male and female undergraduate students which revealed that psychological well-being of Male and female undergraduate students has a significant difference at 0.05 level of significance.

DISCUSSION
It was found that there was a significant influence of Self-efficacy on Psychological Well-being among Male and female undergraduate Graduate students, which can be seen by the contribution of Predictor variable to Criterion variable as mentioned in the  Bandura (1977) attributes the development of self-efficacy to four forces: mastery, social learning, social persuasion, and emotional and physical states. Of the four, the most powerful for producing selfefficacy is mastery and the most powerful is undermining self-efficacy is social persuasion. A number of structural conditions impact self-efficacy: social class, race, level of educations rural and urban backgrounds and gender all affect an individual global self-efficacy (Birch, 1987). Family structure to have a direct relationship to adolescent's self-efficacy (Bandura, 1995); Schneewind, 1995).
The second finding of the study also shows a significant relationship between self-efficacy and most of the dimensions of psychological well-being among Male and Female undergraduate Students. The psychological well-being has been considered by Ryff (1989) as a set of psychological characteristics implicated in positive human functioning (Keyes, Ryff, & Schmotkin, 2002): autonomy, environmental mastery, self acceptance, purpose in life, positive relations with others, and personal growth. Ryff & Keyes, (1995) reported that the six dimensions of PWB evoke different challenges that people encounter as they try to function positively. Individuals attempt to feel good even when aware of their own limitations for selfacceptance, seek to develop and maintain warm and trust in interpersonal relationships which shows the positive relations with others, and try to manage their environment so as to meet personal needs and desires which indicates environmental mastery; in addition, for the autonomy individuals look for a sense self-determination and personal authority, finding meaning in one's efforts and challenges shows purpose in life; lastly, for personal growth individuals tend to seek their talents and capacities. Several studies have documented the effects of socio demographic variables such as age and sex in the dimensions of Psychological Well Being (Clarke et al., 2000; Keyes & Ryff, 1998;Marmot et al., 1998;Ryff & Singer, 1996). The Third finding of the study showed an insignificant difference between Self-efficacy of undergraduate male and female students but Psychological Well-being significantly different among Male and Female undergraduate students.

CONCLUSION
On the basis of these finding it can be concluded that self-efficacy has its positive and significant impact on psychological Well-being among undergraduate students and it was also found that self-efficacy enhance the psychological well-being. Consequently, high level of self-efficacy Contributes to high levels of engagements and life satisfaction, if self-efficacy is low psychological well being also low, if self efficacy is high psychological well being also high.