THE CORRELATION BETWEEN SELF-EFFICACY AND STUDENTS' ACADEMIC ANXIETY DURING SCIENCE LEARNING PRESENTATIONS

Abstract

This study aims to determine the level of self-efficacy and the level of academic anxiety among students regarding presentations in science subjects, as well as to analyze the correlation between the two variables. The research method employed was a quantitative correlational design with a sample size of 36 students. Data collection was conducted using psychological scale questionnaires. The results of the descriptive data analysis showed that the mean score for self-efficacy was 69.3 (SD = 12.8) and the mean score for academic anxiety was 51.3 (SD = 12.1). The Shapiro-Wilk prerequisite test indicated that both variables were normally distributed, with a value of p = 0.866 for variable X and p = 0.268 for variable Y. The results of the hypothesis testing using Pearson Product-Moment correlation showed a significance value of p < 0.001, which means there is a significant correlation between the variables. The correlation coefficient value of -0.625 indicates a strong negative correlation. This implies that the higher the level of self-efficacy possessed by the students, the lower their level of academic anxiety when delivering presentations in science learning