From Competence to Belonging: The Role of Self-Efficacy and Perceived Helplessness in the University Experience

Abstract Book of the 10th International Conference on Advanced Research in Education

Year: 2026

[PDF]

From Competence to Belonging: The Role of Self-Efficacy and Perceived Helplessness in the University Experience

Mihaela Suditu, Cristina Georgiana Safta, Maria Dorina Nijloveanu

ABSTRACT:

Adapting to the university environment depends not only on academic performance but also on how students perceive their own capabilities and manage academic demands. This study examines the relationship between three relevant dimensions of the student experience: academic self-efficacy, perceived helplessness, and the sense of belonging to the educational institution.The research was conducted with a sample of 89 students from various Romanian universities, aged between 19 and 50. Participants completed instruments assessing academic self-efficacy, perceived stress, and the sense of institutional belonging. Data were analyzed using linear regression and mediation analysis. The results indicate that academic self-efficacy is positively associated with the sense of belonging, whereas perceived helplessness is negatively associated with belonging. Mediation analysis suggests that the perception of control over one’s own experiences may be a key mechanism linking individual competence to institutional belonging, highlighting the essential role of individual psychological resources in student adaptation, retention, and well-being. Finally, the study suggests that transforming the academic environment into a space of genuine belonging requires strategies that support not only student competence but also their autonomy and control over their own learning experiences.

Keywords: Academic Adjustment, Perceived Stress, Percived Control, Psychological Resources, Student Well-Being