Volume 2, Issue 2 (June 2023)
IJER 2023, 2(2): 52-63 |
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Yousefian F. (2023). The relationship of self-efficacy and resilience with academic engagement: the mediating role of psychological hardiness. IJER. 2(2), 52-63. doi:10.22034/2.2.52
URL: http://ijer.hormozgan.ac.ir/article-1-56-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-56-en.html
Master of Clinical Psychology, Islamic Azad University, Bandar Abbas Branch, Bandar Abbas, Iran
Abstract: (696 Views)
Objective: This study examines the interplay between self-efficacy, resilience, academic engagement, and the mediating role of psychological hardiness among a sample of 182 students at the Islamic Azad University of Bandar Abbas. Furthermore, the study explores the potential mediating role of psychological hardiness in this relationship.
Methods: The research investigates the extent to which students' beliefs in their capabilities (self-efficacy) and their ability to adapt and rebound from challenges (resilience) relate to their active participation and involvement in academic activities (academic engagement). Data were collected through self-report questionnaires measuring self-efficacy, resilience, psychological hardiness, and academic engagement. Statistical analyses, including correlation and mediation analyses, were conducted to uncover the complex interactions among these variables.
Results: The findings shed light on the pathways through which self-beliefs and psychological strengths influence students' academic engagement.
Conclusions: This research contributes to our understanding of the psychological factors that impact students' academic experiences and outcomes.
Methods: The research investigates the extent to which students' beliefs in their capabilities (self-efficacy) and their ability to adapt and rebound from challenges (resilience) relate to their active participation and involvement in academic activities (academic engagement). Data were collected through self-report questionnaires measuring self-efficacy, resilience, psychological hardiness, and academic engagement. Statistical analyses, including correlation and mediation analyses, were conducted to uncover the complex interactions among these variables.
Results: The findings shed light on the pathways through which self-beliefs and psychological strengths influence students' academic engagement.
Conclusions: This research contributes to our understanding of the psychological factors that impact students' academic experiences and outcomes.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/12/12 | Accepted: 2023/03/14 | Published: 2023/06/1
Received: 2022/12/12 | Accepted: 2023/03/14 | Published: 2023/06/1
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