Academic Self-Efficacy, Achievement Emotions and Academic Well-Being: A Mediation Analysis

Document Type : Original Article

Authors

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) were selected through available sampling and 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.
 
Results: The results indicated that the partially mediated model of positive and negative achievement emotions in the relationship between academic self-efficacy and academic well-being fit the data well. All 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. The model's predictors accounted for 61% of the variance in academic engagement and 59% of the variance in academic burnout.
 
Conclusion: These findings provide additional and complementary support for the control-value theory of achievement emotions, predicting academic well-being as a qualitative indicator of students' academic success through academic self-efficacy beliefs.

Keywords

Main Subjects

References

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