EFL UNDERGRADUATE STUDENTS’ SELF-EFFICACY IN WRITING THESIS IN ENGLISH DEPARTMENT AT UNIVERSITY OF BENGKULU

This study aims to analyze the level of self-efficacy in thesis writing and the factors
influencing it among students of the English Education Study Program at the
University of Bengkulu. Using a sequential explanatory mixed-methods design, the
research involved 70 eighth-semester students from the 2021 cohort who were
writing their theses. Quantitative data were collected through a 31-item self-
efficacy questionnaire adapted from Rasdiyanah (2021) based on Bandura’s (1997)
theory, covering three dimensions magnitude, strength, and generality with high
reliability (Cronbach’s Alpha = 0.905). The results of descriptive analysis showed
that most students had moderate (54.29%) and high (45.71%) levels of self-efficacy.
Based on these findings, six participants (three high and three medium) were
purposively selected for the qualitative phase, where semi-structured interviews
were conducted to explore internal and external factors influencing self-efficacy.
Thematic analysis revealed seven key factors aptitude, learner autonomy, attitude,
recognition, status or role, external incentives, and task difficulty. Overall, students’
self-efficacy was dynamic, shaped by personal beliefs, academic experiences, and
social interactions throughout the thesis-writing process.
Keywords: self-efficacy, thesis writing, EFL students, Bandura’s theory, mixed
methods