Deskripsi/Abstract
Abstract. The most crucial inventory of literacy skills for students is completing a final project in the form of a thesis.
However, many students experience high levels of anxiety during the guidance process, due to worries about conducting
difficult research and demands from parents, as well as finding problems that can be used as titles, understanding how to
write scientific papers, finding references, and meeting supervisors. This leads to stress among students, who feel pressured
and lack confidence in their abilities, which is an important phenomenon studied here. Therefore, this study aims to
determine the influence of student self-efficacy factors on their ability to complete their thesis. This research is a form of
correlation between student self-efficacy and the ability to write a thesis, and it involved 117 seventh-semester students of
the Islamic Religious Education study program at one of the Islamic universities in Jambi, Indonesia. The study used a
Thesis Writing Resilience questionnaire consisting of 43 items and an Academic Self-Efficacy questionnaire consisting of
35 items. The study found a strong correlation between self-efficacy and the ability to complete a thesis with a correlation
coefficient of -0.8. Therefore, there is a strong influence of student self-efficacy on their ability to write a thesis. Self-efficacy
can reduce or decrease student anxiety in preparing a thesis. This level of academic self-efficacy is more influenced by the
level of individual resilience to their beliefs and individual ability to master a task. By improving student self-efficacy,
students can feel more confident and less anxious in the thesis writing process. Therefore, universities and educators should
develop interventions to improve student self-efficacy, such as providing guidance and support to help students develop the
necessary skills to complete their thesis successfully. Additionally, future research should explore other factors that may
influence student self-efficacy, such as f
