Amep_a_185780 645..651

Seyed Jalil Seyedi-Andi Fatemeh Bakouei Hajar Adib Rad Soraya Khafri Asgari Salavati 1Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Islamic Republic of Iran; 2Infertility and Reproductive Health Research Center, Health Research Institute, Babol, Islamic Republic of Iran; 3Department of Midwifery, School of Medicine, Babol University of Medical Sciences, Babol, Islamic Republic of Iran; 4Department of Statistic and Epidemiology, School of Medicine, Babol University of Medical Sciences, Babol, Islamic Republic of Iran; 5Department of Psychiatrics, Babol University of Medical Sciences, Babol, Islamic Republic of Iran Purpose: Self-efficacy not only concentrates on specialty and competence but also considers the individual beliefs about what is obtainable. This study aimed to determine the effect of demographic and socioeconomic variables on self-efficacy status in students of Babol University of Medical Sciences. Methods: This cross-sectional study was performed on 350 students of Babol University of Medical Sciences in 2016. The clustering-systematic random multi-stage sampling method was used for sampling. Data were collected using two demographic and socioeconomic status questionnaires as well as a General Self-Efficacy Scale (GSE). The collected data were analyzed using SPSS software version 18 at a significance level of P≤0.05. Results: The mean age of students was 21.37±2.28 years, and most participants were female (58%). The highest number of students (65.7%) studied at the bachelor level. The students’ mean total self-efficacy score was 61.08±8.67 and ranged between 25 and 82. There was a significant statistical relationship between self-efficacy index and variables such as family income, school, and grade. The highest positive relationship was observed in proper family income and the mean grade was higher than 16 (P≤0.001). Students in Rehabilitation and Paramedical Schools had lower self-efficacy compared to medical and paramedical students. Conclusion: Students’ self-efficacy is dependent on various socioeconomic and educational factors such as family income, academic grade, academic year, and school; so recognizing these factors can play an important and effective role in improving students’ academic achievement. Therefore, it is recommended to use effective educational interventions in colleges with students’ active role in different fields in order to promote students’ selfefficacy and improve their self-esteem and self-confidence.