Presented By: Joshue Lewis, Texas Tech University
Co-Authors: Kalynn Baldock, Eastern New Mexico University
Amy Boren-Alpízar, Texas Tech University
Makenzie Drake, Eastern New Mexico University
Carlos Duran, Texas Tech University
Erica Irlbeck, Texas Tech University
Isaac Ramirez, Eastern New Mexico University

Belief in one's ability to succeed is crucial for academic achievement. Undergraduates with strong self-efficacy approach education confidently, showing resilience and motivation (Shim & Pelaez, 2022). Understanding and fostering self-efficacy are essential for effective educational interventions, supporting students to reach their full potential and long-term success (Granberry et al., 2002). Self-efficacy theory influences undergraduates' academic achievement through mastery experiences, social persuasion, and emotional states. Higher self-efficacy correlates with motivation and effort, while low self-efficacy leads to disengagement. Understanding this relationship informs effective educational interventions, guiding research and practices to empower students. This study aimed to explore the role of self-efficacy in academic achievement of Undergraduate Agriculture Students [UAS] by addressing what motivated them, how they overcame overwhelming situations, and how they advised their colleagues to enhance self-efficacy. In an exploratory study using the Self-Efficacy Theory, 20 undergraduates at two agricultural Hispanic Serving Institutions (HSI) were interviewed about their academic experiences. A phenomenological approach and qualitative standards ensured in-depth insights. Rigor was maintained through purposive sampling, one-on-one interviews, and multiple data sources, enhancing credibility in the study. Participants' motivations for academic success included personal growth and career development, family expectations and support, and overcoming challenges. Strategies for navigating university challenges comprised adaptation and growth, organization and planning, coping mechanisms and self-care. Recommendations to fellow UAS for enhancing self-efficacy involved balance and perseverance, seeking support and assistance, and improving time management. Reflecting on their experiences, participants stressed the importance of personal and professional development, effective time management, and seeking support to overcome obstacles. This study on UAS self-efficacy provided insights into student motivations, strategies, and recommendations for targeted interventions and support systems. Implementing suggestions like promoting balance and effective time management can improve academic performance and overall well-being. Future research should identify and evaluate accessible support programs for practical guidance and improvement.