Modeling Causal Relationships between Academic Self-Efficacy, Goal Orientations, Achievement Emotions and Academic Well-being in university students

Subject Areas : روان‌شناسی تربیتی

seyedali hosseinialmadani ¹ , Farzaneh Shabrokh ² , Hassan Asadzadeh ³ , Javad Khalatbari ⁴ , Omid Shokri ⁵

1 - استاد یار گروه روانشناسی دانشگاه ازاد تهران شمال
2 - Islamic Azad University, North Tehran Branch
3 - Associate Professor in Allameh Tabataba'i University
4 - Ph.DIslamic Azad University, Tonkabon Branch Tonkabon, Iran
5 - Shahid Beheshti University

Received: 2020-08-01 Accepted : 2020-08-16 Published : 2024-02-13

Keywords: goal orientations, academic self-efficacy, achievement emotions, academic well-being, sex differences,

Abstract :

This study examined the mediating effect of achievement emotions on the relationship between goal orientations and academic self-efficacy with academic well-being among male and female university students. In a sample consisting of 332 university students (141 male and 191 female), the Achievement Goal Questionnainre-Revised , the Academic Self-Efficacy Questionnaire . the Achievement Emotions Questionnaire-Revised , the Schoolwork Engagement Inventory and the School Burnout Inventory, 2009) were administered. Results indicated that for total sample and for male and female university students, the partially mediated model of positive and negative achievement emotions on the relationship between goal orientations and self-efficacy with academic well-being had good fit to data. The results of the group specificity of structural relations showed that the relationship between goal orientations, academic self-efficacy, achievement emotions and well-being were equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 59% and 65% of the variance in academic engagement and academic burnout, respectively. In sum, these finding show that the part of available variance in academic well-being in the context of prediction these behavioral motivational models by goal orientations and self-efficacy, accounted for university students' positive and negative emotions.

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