Mediating and moderating role of academic self-efficacy in the relationship between student academic support and personal growth initiative

被引：8
|
作者：
Celik, Eyup [1 ]
机构：
[1] Sakarya Univ, Hendek, Turkey
来源：
AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT | 2015年 / 24卷 / 02期
关键词：
Personal growth initiative; student academic support; academic self-efficacy; regression; mediating; moderating;
D O I：
10.1177/1038416215583563
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
The primary goal of the current study was to investigate the mediating and moderating effects of the academic self-efficacy in the relationship between student academic support and personal growth initiative. The Turkish version of the Personal Growth Initiative Scale, the Student Academic Support Scale, and the Academic Self-efficacy Scale were administrated to a sample of 237 university students, between the ages of 18 and 23. The present study showed that academic self-efficacy and student academic support were positively related to personal growth initiative. Regression-based mediation analysis indicated that the effect of student academic support on personal growth initiative was mediated by academic self-efficacy. However, the effect of student academic support on personal growth initiative was not moderated by academic self-efficacy. These findings suggested that the student academic support was both direct and indirect effects on personal growth initiative.
引用
收藏
页码：105 / 113
页数：9
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