Academic self-efficacy, achievement emotions and academic well-being: A mediation analysis

Document Type : Original Article

Authors

1 Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran. Faculty of Psychology, Payam Noor University

2 Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran.

10.48308/apsy.2023.232016.1502

Abstract

Aim: This study examined the mediating effect of achievement emotions on the relationship between academic self-efficacy and academic well-being among male and female university students. Method: In this correlational study, 300 students (150 male and 150 female), who were selected through available sampling, responded to the Academic Self-Efficacy Questionnaire (ASE, Zajacova, Lynch & Espenshade, 2005), the Achievement Emotions Questionnaire-Revised (AEQ-R, Abdollahpour, 1394), the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Structural equation modeling was used to assess the hypothesized model among students. Results: Results indicated that, the partially mediated model of positive and negative achievement emotions on the relationship between academic self-efficacy and academic well-being had good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant (except for the path coefficients related to the direct effects of academic self-efficacy on academic engagement and academic burnout) and model' predictors accounted for 61% and 59% of the variance in academic engagement and academic burnout, respectively. Conclusion: In sum, these findings provided additional and complementary evidence in defense of the theoretical approach of control-value of achievement emotions by predicting academic well-being as a qualitative indicator of the effectiveness of students' academic life through academic self-efficacy beliefs.

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References

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Applied Psychology

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Available Online from 09 September 2023

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