The division of arts and sciences was not significant for learning ability self-efficacy p=0615 001 as well as specific comparison differences can be seen that the mean value of learning ability self

The division between arts and sciences does not have a significant impact on learning ability self-efficacy (p=0.615 > 0.01). However, there is a noticeable difference between the mean values of learning ability self-efficacy for arts students (M=3.17) and science students (M=2.966), with the former having a higher mean value.

On the other hand, the division between arts and sciences has an extremely significant impact on academic behavior self-efficacy (p=0.006 < 0.01), with arts students (M=3.109) having a significantly higher mean value than science students (M=2.831).

Similarly, the division between arts and sciences has an extremely significant impact on academic self-efficacy (p=0.0029 < 0.01), with arts students (M=3.141) having a significantly lower mean value than science students (M=2.898).

Overall, these findings suggest that the division between arts and sciences may have differential effects on self-efficacy beliefs among students. Further research is needed to explore the underlying reasons for these differences and how they may impact academic performance and success.