<![CDATA[Communication skills, particularly effective presentation delivery, are increasingly regarded as strategic competencies in human resource development, yet students’ readiness in this domain remains uneven. This study examines the effects of audience engagement, feedback orientation, and presentation anxiety on students’ presentation delivery quality, with self-efficacy positioned as the central mediating mechanism. A quantitative approach was employed, using survey data from 189 Management students at a public university in Indonesia, and the data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results demonstrate that audience engagement and feedback orientation positively affect self-efficacy and presentation delivery quality, whereas presentation anxiety negatively affects both outcomes. Moreover, self-efficacy significantly mediates the relationships between the three antecedent variables and presentation delivery quality. The findings extend Social Cognitive Theory by highlighting self-efficacy as a key psychological resource in higher-education-based human capital development. Practically, the study offers insights for lecturers and human resource development practitioners in designing interactive, feedback-oriented communication learning environments that systematically strengthen students’ self-efficacy and readiness for future professional roles.]]>
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