<![CDATA[Students often face heavy academic demands that can trigger stress, especially in universities that promote joyful learning. This study examined the relationship between self-efficacy and academic stress among students from the Faculty of Engineering and the Faculty of Medicine at a university emphasizing joyful learning. A quantitative correlational design was used with 118 active students selected through purposive sampling. Data were collected from 27 August to 9 September 2025 using a self-efficacy scale based on Sagone and De Caroli and an academic stress scale adapted from Gadzella and Masten. Because one variable did not meet the normality assumption, the data were analyzed using Spearman’s rho. The results showed a significant negative correlation between self-efficacy and academic stress (r = -0.420; p < 0.001). Students with higher self-efficacy tended to report lower academic stress, suggesting that self-efficacy functions as a protective factor in managing academic pressure. These findings indicate that strengthening students’ confidence in their abilities may help reduce stress and support more adaptive responses to academic demands in higher education. The study also highlights the importance of campus support systems, guidance services, and learning environments that encourage confidence, autonomy, and resilience among students facing demanding coursework for student well-being overall. ]]>
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