This study aimed to examine the effect of the first-year class in Japanese universities on developing students' self-efficacy. An analysis of the class design based on the theory of self-efficacy implies that such courses are primarily intended to develop students' self-efficacy by putting them through enactive mastery experiences. In addition, the courses are designed to use intensive cooperative learning to provide vicarious experiences, which act as a mechanism to trigger a synergy effect on students' enactive mastery experiences during the course. The courses were also designed to utilize a social persuasion mechanism to support students engaged in enactive mastery experiences. Statistical analysis reveals that the students in these first-year courses have improved some aspects of self-efficacy during the course period, consistent with the course design.