Academic self-efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support

被引：36
作者：
Lei, Weina [1 ,2 ]
Wang, Xuewei [3 ]
Dai, David Yun [4 ]
Guo, Xipei [2 ]
Xiang, Shuoqi [2 ]
Hu, Weiping [2 ,5 ]
机构：
[1] Shaanxi Normal Univ, Sch Educ, Xian, Shaanxi, Peoples R China
[2] Shaanxi Normal Univ, Ctr Teacher Profess Abil Dev, MOE Key Lab Modern Teaching Technol, 199 South Changan Rd, Xian 710062, Shaanxi, Peoples R China
[3] Xidian Univ, Mental Hlth Educ Ctr, Xian, Shaanxi, Peoples R China
[4] SUNY Albany, Educ Psychol & Methodol, Albany, NY 12222 USA
[5] Beijing Normal Univ, Natl Innovat Ctr Assessment Basic Educ Qual, Beijing, Peoples R China
来源：
PSYCHOLOGY IN THE SCHOOLS | 2022年 / 59卷 / 05期
基金：
中国国家自然科学基金;
关键词：
academic buoyancy; academic performance; academic self-efficacy; high school students; social support; TEST ANXIETY; ACHIEVEMENT; RESILIENCE; MOTIVATION; DEPRESSION; METAANALYSIS; PERCEPTIONS; PERSONALITY; EXPERIENCES; PREDICTORS;
D O I：
10.1002/pits.22653
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
Previous studies have illustrated a robust relationship between academic self-efficacy and academic performance. However, the underlying psychological mechanism of this relationship is still unclear. This study employed a moderated mediation model to examine whether academic buoyancy (ability to deal with academic challenges and setbacks in school daily life) mediated the relationship between academic self-efficacy and academic performance and whether social support moderated the mediation process. A total of 860 (M = 16.39, SD = 0.73) high school students in China completed questionnaires on academic self-efficacy, academic buoyancy, and social support. Academic performance was measured by standardized tests. The results indicated that academic buoyancy partially mediated the association between academic self-efficacy and academic performance. Social support moderated the first half of the path of the mediation model. The findings of the present study provide educational guidelines and suggestions for improving academic performance among high school students.
引用
收藏
页码：885 / 899
页数：15
相关论文
共 74 条
[31]   Social relationships and health [J].
Cohen, S .
AMERICAN PSYCHOLOGIST, 2004, 59 (08) :676-684
[32]  
Illeris K., 2009, Contemporary theories of learning: learning theorists -- in their own words
[33]  
Jiang Q. J., 1999, Handbook of mental health assessment scales, V13, P131
[34]  
Jin T., 2020, Psychological Development and Education, V36, P414, DOI [10.16187/j.cnki.issn1001-4918.2020.04.04, DOI 10.16187/J.CNKI.ISSN1001-4918.2020.04.04]
[35]   Self-efficacy, social support and well-being - The mediating role of optimism [J].
Karademas, EC .
PERSONALITY AND INDIVIDUAL DIFFERENCES, 2006, 40 (06) :1281-1290
[36]   Social ties and mental health [J].
Kawachi, I ;
Berkman, LF .
JOURNAL OF URBAN HEALTH-BULLETIN OF THE NEW YORK ACADEMY OF MEDICINE, 2001, 78 (03) :458-467
[37]   The validity of self-reported grade point averages, class ranks, and test scores:: A meta-analysis and review of the literature [J].
Kuncel, NR ;
Credé, M ;
Thomas, LL .
REVIEW OF EDUCATIONAL RESEARCH, 2005, 75 (01) :63-82
[38]   How motivation affects academic performance: a structural equation modelling analysis [J].
Kusurkar, R. A. ;
Ten Cate, Th. J. ;
Vos, C. M. P. ;
Westers, P. ;
Croiset, G. .
ADVANCES IN HEALTH SCIENCES EDUCATION, 2013, 18 (01) :57-69
[39]  
Liang X., 2020, Psychological Development and Education, V36, P449, DOI [10.16187/j.cnki.issn1001-4918.2020.04.08, DOI 10.16187/J.CNKI.ISSN1001-4918.2020.04.08]
[40]  
Liang Y. S., 2000, Study on Achievement Goal, Attribution Styles and Academic Self-efficacy of Collage Students
12345678