Exploring the influence of core self-evaluation on students’ academic self-efficacy: a qualitative study considering anxiety and interpersonal responses

Purpose This study explores the influence of core self-evaluation (CSE) on students’ academic self-efficacy, anxiety and interpersonal responses. It investigates how internal beliefs impact academic success among Chinese higher education students. Design/methodology/approach A qualitative research design was employed, using semi-structured interviews with 30 students from various disciplines at H University. The thematic analysis was utilized to interpret the data. Findings The findings suggest that students with higher levels of CSE exhibit greater academic confidence and can manage academic-related stress and depression. Positive interpersonal responses enhanced academic self-efficacy, confidence and inner motivation, serving as a buffer against the negative effects of anxiety. Moreover, students’ perceptions of their emotional stability and control contributed significantly to their academic confidence and resilience. Research limitations/implications The study is limited by its qualitative nature and the sample size, which is restricted to one university. These limitations may affect the generalizability of the findings. Future research could employ a mixed-methods approach to corroborate these findings across different cultural settings and educational systems. Practical implications The study highlights the importance of a supportive educational environment that fosters positive self-evaluations and interpersonal responses to enhance students' academic self-efficacy. Educational institutions should consider integrating psychological support mechanisms and opportunities for developing interpersonal skills within their curricula. Originality/value This research contributes to the limited literature on the impact of core self-evaluation in Chinese higher education, particularly highlighting the complex relationship between personal beliefs, emotional management and social interactions in shaping academic outcomes.