Academic Stress, Self-Efficacy and Academic Achievement among B.Ed. Students: A Conceptual Review

Abstract

Academic stress and self-efficacy are important psychological factors that may influence students’ learning experiences and academic achievement in higher education. Students pursuing the Bachelor of Education (B.Ed.) programme are required to manage academic assignments, examinations, lesson planning, teaching practice, school internships, and other professional responsibilities. These demands may create academic stress and influence students’ confidence in their ability to perform academic tasks. The present paper examines the conceptual relationship among academic stress, self-efficacy, and academic achievement among B.Ed. students through a narrative review of relevant literature. It discusses the possible influence of academic stress on learning, the role of self-efficacy in motivation and persistence, and the implications of these constructs for teacher education. Existing research suggests that self-efficacy is associated with academic performance, while the relationship between stress and achievement is complex and may depend on personal, social, and educational factors. The paper highlights the importance of supportive teaching practices, academic counselling, effective study strategies, and stress-management programmes in teacher education institutions. It also identifies the need for context-specific empirical research involving B.Ed. students, particularly in Indian teacher education settings.