IntroductionThe concept of self-efficacy is founded on Bandura's (1977) social learning theory. Bandura (1994) defines perceived self-efficacy as “people's beliefs about their own ability to produce effort” (p. 71). In essence, those with strong self-efficacy experience an increase in motivation, achievement and personal well-being (Bandura, 1994). Those who have a low sense of self-efficacy, however, often suffer from stress and depression; incredulous of their abilities and often succumbed to failure (Bandura, 1994). While previous research linked students' positive interactions with faculty to positive academic outcomes, Jungert and Rosander (2010) found a gap in the literature addressing the link between self-efficacy and students' opportunities to influence their study environment. Researchers sought to explore the connection between students' perceived self-efficacy and their actions in influencing the study environment. The authors hypothesized that “students' degree of academic self-efficacy is related to their perception of the workload and their opportunities to influence the study environment, their thoughts of dropping out, and their academic performance” (p. 649) . Researchers have also theorized a positive relationship between students with higher levels of self-efficacy and those individuals' influence on course content. 213 students from the Master's programs in Applied Physics and Electrical Engineering and Computer Engineering participated. Academic self-efficacy was measured using a seven-point Likert scale assessing levels of confidence. A questionnaire was developed to measure student influence on the course structure. The statistical processes used to collect the results included two-way ANOVA d...... middle of the paper ......er, M. (2010). Self-efficacy and strategies for influencing the study environment. Teaching in Higher Education, 15(6), 647-659. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/ehost/detail?hid=17&sid=2011e047-a3d7-4e6c-a953-1576c45882ab%40sessionmgr11&vid=1&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=e hh &AN = 54594041Klomegah, R.Y. (2007). Predictors of college student academic performance: An application of the goal efficacy model. College Student Journal, 41(2), 407-415. Retrieved from http://proquest.umi.com.proxy1.ncu.edu/pqdweb?did=1324485701&Fmt=3&clientId=52110&RQT=309&VName=PQDZajacova, A., Lynch, S., & Espenshade, T.. (2005). Self-efficacy, stress, and academic success in college. Higher Education Research, 46(6), 677-706. Retrieved from http://proquest.umi.com.proxy1.ncu.edu/pqdweb?did=2187577241&Fmt=6&clientId=52110&RQT=309&VName=PQD