IntroductionThe concept of self-efficacy is based on Bandura's (1977) social learning theory. Bandura (1994) defines perceived self-efficacy as “individuals' beliefs about their ability to produce effort” (p. 71). Essentially, a person with a strong experience of self-efficacy increases their motivation, accomplishment, and personal well-being (Bandura, 1994). In contrast, those with low self-efficacy often suffer from stress and depression; disbelief in their abilities and often succumbed to failure (Bandura, 1994). While previous research links positive student interactions with faculty to positive academic outcomes, Jungert and Rosander (2010) discovered a gap in the literature that addresses the link between self-efficacy and student opportunities. influence their study environment. Researchers sought to explore the connection between students' perceived self-efficacy and their actions to influence their study environment. The authors hypothesized that "students' degree of self-efficacy is related to their perceptions of workload and their opportunities to influence their study environment, their thoughts of dropping out of school, and their academic performance” (p. 649). Researchers also hypothesized a positive relationship between students with higher levels of self-efficacy and these individuals' influence on course content. Participants included 213 students enrolled in master's programs in applied physics, electrical engineering, and computer engineering. Academic self-efficacy was measured using a seven-point Likert scale that assessed confidence levels. A questionnaire was developed to measure students' influence on course structure. The statistical processes used to collect the results included a two-way ANOVA of...... middle of paper ...... uh, M. (2010). Self-efficacy and strategies for influencing the study environment. Teaching in Higher Education, 15(6), 647-659. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/ehost/detail?hid=17&sid=2011e047-a3d7-4e6c-a953-1576c45882ab%40sessionmgr11&vid=1&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh &AN =54594041Klomegah, R.Y. (2007). Predictors of university students' academic performance: An application of the goal efficacy model. Journal of University Students, 41(2), 407-415. Retrieved from http://proquest.umi.com.proxy1.ncu.edu/pqdweb?did=1324485701&Fmt=3&clientId=52110&RQT=309&VName=PQDZajacova, A., Lynch, S., and Espenshade, T. (2005). Self-efficacy, stress and academic success at university. Research in Higher Education, 46(6), 677-706. Retrieved from http://proquest.umi.com.proxy1.ncu.edu/pqdweb?did=2187577241&Fmt=6&clientId=52110&RQT=309&VName=PQD