<![CDATA[This study aimed at exploring the students’ level of self-efficacy and how self-efficacy influence the students’ academic achievement. This study employed a mixed-methods research design that combines both quantitative and qualitative approaches. Two data collection techniques were used in this research: quantitative data obtained from the questionnaire and the qualitative data gained from the semi-structured interview. This study involved 40 students in the first semester in English Class of ITB STIKOM Bali. The data were analyzes using triangulation, which involves comparing and contrasting quantitative and qualitative findings to validate or enhance the overall understanding of the research topic. Furthermore, based on the questionnaire result, it was found that there were 42.5% of students have high self-efficacy, 55% of students have moderate self-efficacy, and 2.5% student has low self-efficacy. Moreover, based on the interview’s analysis, most of the students argued that self-efficacy has influenced their academic achievement. Self-efficacy can influence academic achievement through its impact on motivation, resilience, effort, anxiety reduction, choice of learning strategies, and self-regulation. Understanding these dynamics allows educators to adopt pedagogical approaches that support and enhance students' self-efficacy, ultimately contributing to improved academic performance and overall learning outcomes.]]>
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