Relationship between self-efficacy, anxiety and academic adjustment among undergraduates of Moses Orshio Adasu University Makurdi, Benue State

This study investigated the relationship between self-efficacy, anxiety, and academic adjustment among undergraduates of Moses Orshio Adasu University, Makurdi, Benue State, Nigeria. Two research questions guided the study, and two hypotheses were formulated and tested at 0.05 level of significance. The population of the study comprised 30,000 undergraduates across eight faculties and 47 departments at Moses Orshio Adasu University, Makurdi. Data were collected using a combination of three instruments: a self-developed Self-Efficacy Questionnaire (SEQ), Anxiety Questionnaire (AQ), and Academic Adjustment Questionnaire (AAQ). In order to ascertain the reliability of the instrument, a trial-test study was carried out in faculty outside study area to ascertain the internal consistency of the instrument. Thirty copies of the questionnaire were administered to 30 students. The data were collected and analysed using Cronbach's alpha to determine the internal consistency. The reliability coefficient for self-efficacy was 0.99. The reliability coefficient for anxiety was 0.94. The reliability coefficient for academic adjustment was 0.98. The instruments were validated by two experts. Data were analyzed using the Product-Moment Correlation Coefficient (PPMC). The results revealed that both self-efficacy and anxiety have a positive relationship with academic adjustment among undergraduates of the university. This finding may suggest a compensatory mechanism, where moderate levels of anxiety serve as a motivator that enhances students’ adjustment, or it could reflect a measurement effect due to overlap in constructs assessed. Theoretically, Bandura’s Self-Efficacy Theory supports the positive association between self-efficacy and adjustment, while the Yerkes-Dodson Law provides a basis for understanding how moderate anxiety can improve performance and adaptation. It was concluded that there is a significant positive relationship between self-efficacy, anxiety, and academic adjustment. It was recommended that school administrators incorporate structured Social and Emotional Learning (SEL) programs to help students develop emotional regulation, self-awareness, interpersonal skills, and responsible decision-making, as these competencies are essential for fostering healthy self-efficacy. In addition, parents should be actively involved in their children's emotional and social development by maintaining regular communication with schools, participating in relevant workshops, and reinforcing moral and emotional values at home. This collaborative approach supports the development of self-confidence and helps reduce anxiety-related challenges in academic settings.