The Impact of Self-Efficacy, Optimism, Resilience and Perceived Stress on Academic Performance and Its Subjective Evaluation: A Cross-Sectional Study

Popa-Velea, Ovidiu; Pîrvan, Irina; Diaconescu, Liliana Veronica

doi:10.3390/ijerph18178911

Cited by 22 publications

(9 citation statements)

References 85 publications

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“…Academic stress is a factor that has negative impacts on students' academic achievement and performance. Academic stress refers to a sense of fatigue, disinterest in homework, pessimism, and unworthiness [16]. Time management skills and an appropriate family emotional climate are among the strategies that can reduce students' academic stress.…”

Section: Discussionmentioning

confidence: 99%

Mediating Role of Self-efficacy Beliefs in the Relationship Between Family Emotional Climate and Time Management With Academic Stress in University Students

Kordzanganeh

Bakhtiarpour²,

Hafezi³

et al. 2022

JRH

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Background: Students’ minds fail to quickly analyze the mass of information to which they are exposed when experiencing academic stress, resulting in irreparable physical and mental damage. The present study aims to investigate the mediating role of self-efficacy beliefs in the relationship between family emotional climate and time management with academic stress in university students. Methods: This is a correlational-descriptive study conducted with path analysis. The statistical population consisted of all male and female students of Islamic Azad University of Ahvaz in the academic year of 2019-2020, of whom 222 students were selected as the sample via the convenience sampling method. The research instruments included the educational stress scale, the family emotional climate questionnaire, the time management scale, and the self-efficacy scale. The proposed model was evaluated by Structural Equation Modeling (SEM). Results: The results revealed a significant relationship between family emotional climate and academic stress (β=-0.57, P=0.001), family emotional climate and self-efficacy beliefs (β=0.27, P=0.001), time management and self-efficacy beliefs (β=0.23, P=0.001), and self-efficacy beliefs and academic stress (β=-0.15, P=0.007). However, no significant relationship was found between time management and academic stress. The results also indicated that self-efficacy beliefs could significantly mediate the indirect relationship between family emotional climate and academic stress (P=0.016), and also the relationship between time management and academic stress (P=0.017). Conclusion: Study findings confirmed the proposed model’s goodness of fit; therefore, the model can be employed to effectively identify the factors causing academic stress in university students.

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Section: Discussionmentioning

confidence: 99%

Mediating Role of Self-efficacy Beliefs in the Relationship Between Family Emotional Climate and Time Management With Academic Stress in University Students

Kordzanganeh

Bakhtiarpour²,

Hafezi³

et al. 2022

JRH

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“…Self-resilient university students are better equipped to manage stress, including stress related to financial challenges (Popa-Velea et al, 2021). They are more likely to view financial difficulties as temporary setbacks that can be overcome, rather than insurmountable obstacles.…”

Section: Literature Reviewmentioning

confidence: 99%

Mediating Effect of Self-Resilience on the Relationship between Financial Anxiety and Psychological Distress among University Students

Mat Hussin,

Jamal,

Mohamad Besir

et al. 2023

IMBR

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The purpose of this study was to investigate the role that self-resilience plays as a mediator in the relationship between financial anxiety and psychological distress experienced by university students. In total, one hundred twenty undergraduate university students were sent an online invitation to take part in the research as survey respondents, and the survey instruments used were pre-tested to ensure their reliability. When the scores for respondents' financial anxiety, self-resilience, and psychological distress were compared with the characteristics of the respondents, the statistics suggest that there was no statistically significant difference. The primary finding reveals that self-resilience statistically and significantly mediated the association between financial anxiety and psychological distress, even though the effect size was relatively small. This is even though all variables were shown to have statistically significant correlations with one another. This study suggests that self-resilience can operate as a buffer against the potentially harmful impact that financial concern can have on psychological well-being. It is recommended that the university, in addition to providing continuous financial-related support to the students, provide a variety of programs on campus and off campus aimed at improving students' self-resilience. This will assist students in better managing their financial-related psychological distress.

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“…The classroom environment, teacher evaluation, peer evaluation, and negative emotions all contribute to language learning anxiety (Li et al, 2021). Positive interactions between teachers and students increase academic self-efficacy and decrease English learning anxiety and helplessness (Popa-Velea et al, 2021). Academic self-efficacy appears to mediate the relationship between classroom climate and learned helplessness.…”

Section: Classroom Climate Academic Self-efficacy and Learned Helples...mentioning

confidence: 99%

Influence of Students Perceived Classroom Climate on English Language Learned Helplessness in China’s Vocational Colleges: Mediation of Classroom Silence and Academic Self-Efficacy

Wei¹,

Tu²

2023

WJEL

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In this study, we investigated the mediating effects of classroom silence and academic self-efficacy on the relationship between English classroom climate and learned helplessness among vocational college students. A total of 501 students from 5 postsecondary vocational colleges in Fujian Province, China, were assessed using the Classroom Climate Scale, Classroom Silence Scale, Learning Self-Efficacy Scale, and English Learned Helplessness Scale. Structural equation modelling was used to evaluate the mediating effects of classroom silence and academic self-efficacy on the relationship between classroom climate and learned helplessness. We found that perceived classroom climate negatively affected students’ learned helplessness. In addition, classroom silence and academic self-efficacy fully mediated the relationship between perceived classroom climate and learned helplessness. This study provides relevant recommendations for educational administrators, English teachers, and students.

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The Impact of Self-Efficacy, Optimism, Resilience and Perceived Stress on Academic Performance and Its Subjective Evaluation: A Cross-Sectional Study

Cited by 22 publications

References 85 publications

Mediating Role of Self-efficacy Beliefs in the Relationship Between Family Emotional Climate and Time Management With Academic Stress in University Students

Mediating Role of Self-efficacy Beliefs in the Relationship Between Family Emotional Climate and Time Management With Academic Stress in University Students

Mediating Effect of Self-Resilience on the Relationship between Financial Anxiety and Psychological Distress among University Students

Influence of Students Perceived Classroom Climate on English Language Learned Helplessness in China’s Vocational Colleges: Mediation of Classroom Silence and Academic Self-Efficacy

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