Academic self-efficacy mediates the effects of school psychological climate on academic achievement.

Abstract

This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth- and tenth- grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested.

Academic hardiness as a mediator for the relationship between school belonging and academic stress

“…The results of this study showed that academic hardiness may explain why students with a high sense of school belonging are more likely to show lower levels of academic stress. The mediation analysis indicated that greater levels of academic hardiness observed in students with a significant sense of belonging to school explained their lower levels of academic stress, which indicates that academic hardiness plays a key role in understanding the school belonging academic stress relationship (Abdollahi & Noltemeyer, 2018; Høigaard et al, 2015). A sense of school belonging has been found to have a significant and positive association with academic motivation, self‐regulation, and positive attitudes toward learning (Abdollahi & Noltemeyer, 2018; Allen et al, 2018; Hystad et al, 2009).…”

Effects of taekwondo intervention on cognitive function and academic self-efficacy in children

“…The present study showed that TKD training resulted in a significantly high Self-confidence score (which indicates students’ confidence or conviction in their own academic capability). According to preceding research, there is a direct and indirect correlation between academic self-efficacy and academic achievement, as the learners with higher academic self-efficacy tend to choose more challenging tasks, invest more efforts in successfully carrying out tasks, and use more effective learning strategies9, 14, 15 ) . Taken together, these results suggest that TKD training may also be effective for enhancing academic capability in growing children.…”

Beyond perceived ability: the contribution of psychosocial factors to academic performance

“…Academic self-efficacy has been found to predict academic achievement, high school rank, and performance on standardized academic tests, [19][20][21][22] to influence career decision making, 23 and to promote academic persistence and high academic aspirations. 22,24 In addition, academic self-efficacy had the strongest relationship with academic achievement in a meta-analysis examining motivational constructs.…”