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Self-Efficacy Under Academic Pressure in Basic Science Learning: A Qualitative Study of First-Year Medical Students

Moteeb Alhamidani1
1King Abdullah International Medical Research Center; College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences; Ministry of National Guard–Health Affairs, Riyadh, Saudi Arabia
DOI: https://doi.org/10.70517/revcc2624135
Published: 30/09/2026
: Moteeb Alhamidani. Self-Efficacy Under Academic Pressure in Basic Science Learning: A Qualitative Study of First-Year Medical Students. Revista Cultura Científica, 2026 Issue 24. pg. 1642-1649.

Abstract

Academic pressure is a persistent feature of first-year medical education, but less is known about how students interpret their own capability while working under sustained workload and time constraints. This qualitative descriptive study explored the experience of self-efficacy under academic pressure among seven first-year medical students enrolled in a basic science course. Semi-structured interviews lasting 30–50 minutes were conducted during academically demanding periods of the term. Self-efficacy was used as a sensitizing concept rather than as a deductive coding framework, and the transcripts were analyzed using reflexive thematic analysis. Three interconnected themes were developed: workload as a threat to perceived capability, time pressure as a trigger for self-doubt and strategic prioritization, and persistence as a source of recalibrated capability. Students frequently interpreted the volume and pace of coursework as evidence that they might not be able to meet expectations. At the same time, successfully completing difficult periods, persisting despite uncertainty, and receiving evidence of satisfactory performance could restore or strengthen perceived capability. The findings suggest that self-efficacy under pressure is experienced as dynamic and context-sensitive rather than as stable confidence. The accounts align most clearly with two sources of self-efficacy described in social cognitive theory: affective interpretations of strain and mastery experiences arising from successful persistence. The study does not establish causal relationships between workload, pressure, and self-efficacy, nor does it measure change in self-efficacy over time. Instead, it offers a qualitative account of how students make sense of their capability while adapting to the demands of early medical training. Educationally, the findings support attention to workload management, appropriately challenging mastery experiences, timely feedback, and opportunities for students to interpret academic difficulty without equating temporary struggle with inability.

Keywords: self-efficacy, academic pressure, first-year medical students, basic science education, qualitative description, reflexive thematic analysis

Abstract

Academic pressure is a persistent feature of first-year medical education, but less is known about how students interpret their own capability while working under sustained workload and time constraints. This qualitative descriptive study explored the experience of self-efficacy under academic pressure among seven first-year medical students enrolled in a basic science course. Semi-structured interviews lasting 30–50 minutes were conducted during academically demanding periods of the term. Self-efficacy was used as a sensitizing concept rather than as a deductive coding framework, and the transcripts were analyzed using reflexive thematic analysis. Three interconnected themes were developed: workload as a threat to perceived capability, time pressure as a trigger for self-doubt and strategic prioritization, and persistence as a source of recalibrated capability. Students frequently interpreted the volume and pace of coursework as evidence that they might not be able to meet expectations. At the same time, successfully completing difficult periods, persisting despite uncertainty, and receiving evidence of satisfactory performance could restore or strengthen perceived capability. The findings suggest that self-efficacy under pressure is experienced as dynamic and context-sensitive rather than as stable confidence. The accounts align most clearly with two sources of self-efficacy described in social cognitive theory: affective interpretations of strain and mastery experiences arising from successful persistence. The study does not establish causal relationships between workload, pressure, and self-efficacy, nor does it measure change in self-efficacy over time. Instead, it offers a qualitative account of how students make sense of their capability while adapting to the demands of early medical training. Educationally, the findings support attention to workload management, appropriately challenging mastery experiences, timely feedback, and opportunities for students to interpret academic difficulty without equating temporary struggle with inability.

Keywords: self-efficacy, academic pressure, first-year medical students, basic science education, qualitative description, reflexive thematic analysis

References

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Moteeb Alhamidani
King Abdullah International Medical Research Center; College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences; Ministry of National Guard–Health Affairs, Riyadh, Saudi Arabia
ahamidanim@ksau-hs.edu.sa

How to cite:

Moteeb Alhamidani. Self-Efficacy Under Academic Pressure in Basic Science Learning: A Qualitative Study of First-Year Medical Students. Revista Cultura Científica, 2026 Issue 24. pg. 1642-1649.

Publication History

  • Received: 29/07/2026
  • Accepted: 24/09/2026
  • Published: 30/09/2026
Copyright © 2026, Moteeb Alhamidani. Published by Revista Cultura Científica. This article is published as open access under the Creative Commons Attribution 4.0 International (CC BY 4.0) license (http://creativecommons.org/licenses/by/4.0/).

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