SELF-EFFICACY AS A PSYCHOLOGICAL RESOURCE FOR STUDENTS' ADAPTATION TO IB EDUCATION AND THE UNIVERSITY MODEL OF INDEPENDENT LEARNING

This article examines the role of academic self-efficacy in students’ adaptation to changes in educational models during the transition from predominantly teacher-directed schooling to the International Baccalaureate (IB), which requires greater learner autonomy, inquiry, and self-regulation. Particular attention is devoted to B. Zimmerman’s concept of self-regulated learning and the relationships between self-efficacy, goal setting, learning strategies, academic motivation, persistence, and students’ ability to organize their own learning. The article discusses the contribution of the IB Approaches to Learning to the gradual development of competencies required in higher education and argues for systematic psychological and pedagogical support during educational transitions.