<![CDATA[This quantitative causal-associative study aimed to examine the effect of social support and self-efficacy on academic stress among first-year students at Universitas Buana Perjuangan Karawang. A sample of 341 first-year students was selected using convenience sampling. Data were gathered using three instruments: the Educational Stres Scale for Adolescents (ESSA), the General Self-Efficacy Scale (GSES), and the Multidimensional Scale of Perceived Social Support (MSPSS). Multiple linear regression analysis via SPSS revealed that social support ( ) and self-efficacy ( ) partially had a significant effect on academic stress. Simultaneously, both variables significantly affected academic stress ( ; ) with a coefficient of determination ( ) of . These results indicate that social support and self-efficacy jointly explain 3% of the variance in academic stress, while 97% is driven by external factors. Most respondents exhibited high social support (95.9%), high self-efficacy (89.1%), and moderate academic stress (45.2%). Strengthening both psychological factors can serve as an effective strategy for first-year students adapting to higher education demands.]]>
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