Providing access to counseling services

Oct 13, 2025 by wbrum.org 93 views

The Impact of Self-Efficacy on Subjective Well-Being: A Study on Mount Sinabung Refugee High School Students

Introduction

Self-efficacy is a crucial concept in understanding an individual's ability to achieve their goals and overcome challenges. It refers to the belief in one's ability to complete tasks and achieve desired outcomes. This belief is closely linked to life satisfaction, which is a key dimension of subjective well-being (SWB). Adolescents with high levels of subjective well-being tend to exhibit better quality of life, increased productivity, and improved resilience in the face of challenges. This article explores the relationship between self-efficacy and subjective well-being among Mount Sinabung refugee high school students, based on a research study involving 185 students using incidental sampling techniques.

The Importance of Self-Efficacy

Self-efficacy plays a vital role in determining an individual's ability to overcome stress and challenges in everyday life. Students with high confidence in their abilities are more likely to take on new challenges, commit to their goals, and overcome obstacles that may hinder their progress. However, subjective well-being is influenced by a multitude of factors, including social support, environmental conditions, and personal experiences. In the context of Mount Sinabung refugee students, the situation is particularly complex, with home loss and insecurity having a negative impact on their psychological well-being, which can, in turn, reduce their subjective well-being levels.

Research Analysis

The results of the study revealed a significant relationship between self-efficacy and subjective well-being, with a correlation coefficient of 0.106 and a significant level of 0.000 (p < 0.05). Although this relationship is classified as very weak, it indicates that self-efficacy has an influence on subjective well-being, albeit not a determining one. This suggests that while self-efficacy is an important factor, it is not the sole determinant of subjective well-being.

The Complexities of Refugee Situations

Mount Sinabung refugee students face a unique set of challenges that can impact their subjective well-being. The loss of home and security can have a profound effect on their psychological well-being, leading to reduced levels of subjective well-being. Despite this, some students may exhibit high levels of self-efficacy, which can enable them to complete school work and achieve their goals. However, the pressure of the refugee situation can hinder other positive life experiences, highlighting the need for comprehensive support systems to address the complex needs of these students.

Conclusion

This study provides valuable insights into the relationship between self-efficacy and subjective well-being among students who face difficult situations. Although the relationship is weak, it underscores the need for a more comprehensive approach to supporting students, including counseling programs and activities that increase self-confidence. By understanding the factors that influence subjective well-being, we can provide better support for students, particularly those in refugee situations such as high school students from Mount Sinabung.

Implications for Practice

The findings of this study have significant implications for practice, particularly in the context of refugee education. Schools and educators must recognize the unique challenges faced by refugee students and provide targeted support to address their needs. This may include:

Counseling programs: Providing access to counseling services can help students cope with the emotional and psychological impacts of their experiences.
Self-confidence building activities: Engaging students in activities that promote self-confidence, such as sports, art, or music, can help them develop a sense of purpose and direction.
Social support networks: Establishing social support networks, such as peer support groups or mentorship programs, can help students build relationships and develop a sense of belonging.

Future Research Directions

This study highlights the need for further research into the relationship between self-efficacy and subjective well-being among refugee students. Future studies could explore:

The impact of self-efficacy on academic achievement: Investigating the relationship between self-efficacy and academic achievement in refugee students can provide valuable insights into the factors that influence their educational outcomes.
The role of social support in promoting subjective well-being: Examining the impact of social support on subjective well-being in refugee students can inform the development of effective support systems.
The effectiveness of interventions aimed at increasing self-efficacy: Evaluating the effectiveness of interventions aimed at increasing self-efficacy in refugee students can provide valuable insights into the most effective approaches to supporting their well-being.
Frequently Asked Questions: Self-Efficacy and Subjective Well-Being in Mount Sinabung Refugee High School Students

Q: What is self-efficacy, and how does it relate to subjective well-being?

A: Self-efficacy refers to an individual's belief in their ability to complete tasks and achieve desired outcomes. It is closely linked to life satisfaction, which is a key dimension of subjective well-being (SWB). Adolescents with high levels of subjective well-being tend to exhibit better quality of life, increased productivity, and improved resilience in the face of challenges.

Q: What is the relationship between self-efficacy and subjective well-being in Mount Sinabung refugee high school students?

A: The results of the study revealed a significant relationship between self-efficacy and subjective well-being, with a correlation coefficient of 0.106 and a significant level of 0.000 (p < 0.05). Although this relationship is classified as very weak, it indicates that self-efficacy has an influence on subjective well-being, albeit not a determining one.

Q: How does the refugee situation impact the subjective well-being of Mount Sinabung students?

A: The loss of home and security can have a profound effect on the psychological well-being of Mount Sinabung refugee students, leading to reduced levels of subjective well-being. Despite this, some students may exhibit high levels of self-efficacy, which can enable them to complete school work and achieve their goals.

Q: What are the implications of this study for practice?

A: The findings of this study have significant implications for practice, particularly in the context of refugee education. Schools and educators must recognize the unique challenges faced by refugee students and provide targeted support to address their needs. This may include:

Counseling programs: Providing access to counseling services can help students cope with the emotional and psychological impacts of their experiences.
Self-confidence building activities: Engaging students in activities that promote self-confidence, such as sports, art, or music, can help them develop a sense of purpose and direction.
Social support networks: Establishing social support networks, such as peer support groups or mentorship programs, can help students build relationships and develop a sense of belonging.

Q: What are the future research directions for this study?

A: This study highlights the need for further research into the relationship between self-efficacy and subjective well-being among refugee students. Future studies could explore:

The impact of self-efficacy on academic achievement: Investigating the relationship between self-efficacy and academic achievement in refugee students can provide valuable insights into the factors that influence their educational outcomes.
The role of social support in promoting subjective well-being: Examining the impact of social support on subjective well-being in refugee students can inform the development of effective support systems.
The effectiveness of interventions aimed at increasing self-efficacy: Evaluating the effectiveness of interventions aimed at increasing self-efficacy in refugee students can provide valuable insights into the most effective approaches to supporting their well-being.

Q: How can educators and policymakers support the well-being of Mount Sinabung refugee high school students?

A: Educators and policymakers can support the well-being of Mount Sinabung refugee high school students by:

Providing access to counseling services: Ensuring that students have access to counseling services can help them cope with the emotional and psychological impacts of their experiences.
Developing self-confidence building activities: Engaging students in activities that promote self-confidence, such as sports, art, or music, can help them develop a sense of purpose and direction.
Establishing social support networks: Establishing social support networks, such as peer support groups or mentorship programs, can help students build relationships and develop a sense of belonging.

Q: What are the long-term implications of this study for the well-being of Mount Sinabung refugee high school students?

A: The long-term implications of this study for the well-being of Mount Sinabung refugee high school students are significant. By understanding the relationship between self-efficacy and subjective well-being, educators and policymakers can develop targeted support systems to address the unique challenges faced by these students. This can help them develop the skills and resilience needed to overcome the challenges they face and achieve their goals.