This study investigates academic self-efficacy among undergraduate students in private universities, exploring the multidimensional nature of their confidence in managing academic tasks across various domains. Using a cross-sectional survey design, data were collected via the Academic Self-Efficacy Scale by Greco et al., (2022), which covers constructs such as planning academic activities, learning strategies, information retrieval, stress management, and classroom skills. The findings indicate that students generally report moderately high levels of academic self-efficacy, with the highest confidence observed in classroom participation and teacher relationships, and the lowest in managing stress and working in groups. ANOVA and Tukey HSD post-hoc analyses revealed significant differences across constructs, affirming that self-efficacy is not perceived uniformly. Regression analysis demonstrated that domain-specific efficacy significantly predicts overall academic self-belief (R² = 0.793). These results emphasize the need for targeted interventions to bolster students’ emotional regulation and collaborative skills. The study underscores the importance of academic self-efficacy in influencing motivation, persistence, and academic success, suggesting that universities should foster supportive learning environments and strategies that nurture students’ confidence across all academic domains.