The purpose of this research is to find out the academic self-efficacy of new students in terms of teacher’s support and peer interaction. The method used is quantitative. The research population is the new students of class VII MTs Al-Mukmin Ngruki academic year 2017/2018 which amounted to 186 students consisting of 6 classes, which amounted to 124 who are taken with cluster random sampling technique. The data collection method used is self-efficacy academic scale, teacher’s support scale, peer interaction scale. The data is analyzed by Non Parametric Spearman’s technique correlation coefficient value (rx2y) = 0.173 with sig (1-tailed) = 0.027 (p <0.05) which means there is a positive relationship between self-efficacy academic with teacher support, but the correlation coefficient (rx2y) = 0.136 with sig (1-tailed) = 0.065 (p <0.05) which means that the academic self-efficacy of the student has nothing to do with peer interactions. The effective co ntribution between academic self-efficacy and teacher support in new students is 2.9% while 99.71% is influenced by other factors. From the results of this study is also known that the academic self-efficacy has relatively high average, teacher support has a relatively high average and peer interaction has a relatively high average
