Examining the Causal Relationship of Academic Self-Efficacy and Academic Adjustment with the Mediation of Academic Emotions

Subject Areas : Psychological Models and Methods

Ezatolah Ghadampour ¹ , Mohammad Abbasi ² , Erfan Bahrami ³ , masoud jafari ⁴

1 - Professor, Department of Psychology, Lorestan University, Khorramabad, Iran.
2 - Associate Professor, Department of Psychology, Lorestan University, Khorramabad, Iran.
3 - Phd student, Department of Psychology, Lorestan University, Khorramabad, Iran.
4 - elementry teacher

Received: 2024-06-18 Accepted : 2024-09-16 Published : 2024-12-11

Keywords: Academic self-efficacy, positive academic emotions, negative academic emotions, academic adjustment.,

Abstract :

Background and purpose: Academic self-efficacy is one of the factors that are related to the academic adjustment of students, so it becomes necessary to identify the factors that influence this relationship. Therefore, this research was conducted with the aim of investigating the causal relationship of academic self-efficacy and academic adjustment with the mediation of academic emotions.

 

Methods: In terms of purpose, this research was applied and in terms of method, it was descriptive-correlation type of structural equation model which was carried out in the form of path analysis. The statistical population of all Lorestan University students in the academic year 2020-2021; The statistical sample was 313 people, who were selected by available sampling method. The tools used were the Collegians Academic Self - Efficacy Scales (CASES), the Academic Emotions Questionnaire (AEQ) and the Student Adaptation to College Questionnaire (SACQ).  Data were processed using structural equation modeling.

 

Findings: The findings showed that the optimal fit indices and the proposed model are approved. According to the research findings, the direct effect of academic self-efficacy and positive emotions to academic adjustment was positive and significant, and the direct path of negative emotions to academic adjustment was negative and significant. Also, the indirect effect of self-efficacy through the mediating role of positive and negative academic emotions on academic adjustment was significant.

Conclusion: Students who have higher academic self-efficacy, have more positive emotions,  and more hope for the academic flow and as a result, experience higher academic adjustment. These people enjoy their academic life. Also, students with high self-efficacy are less involved with negative emotions such as anxiety and anger in their studies, and as a result, they show more academic adjustment.