How do grit and academic stress influence academic performance? The role of academic self-efficacy as a mediator and moderator variable

The moderating roles of active and passive procrastination on the connection between academic stress and academic performance were examined in this study. Furthermore, results suggested that academic self-efficacy has a moderating role in the association between academic stress and academic procrastination. The study found that academic procrastination acts as a mediating factor between academic stress and academic success. When people experience scholastic stress, active procrastination leads to greater performance, whereas passive procrastination can result in subpar performance. Furthermore, people with high levels of self-efficacy will actively put off tasks. Once someone is aware of the pressures associated with their studies, they must have faith in their skills and take the initiative to achieve positive outcomes [1]. The purpose of this study was to look at the reasons secondary school students in Maharashtra gave for their educational and professional objectives. Following an assessment of pertinent literature based on the study's objectives, research questions were created. In the design of the experimental investigation, one test survey and one pilot study were undertaken. It took place in secondary schools in the state of Maharashtra in 2022–2024. Today's schools struggle greatly with procrastination, which has been linked to mental health problems such as anxiety, stress, and in severe cases, depression. This study aims to investigate the relationship between academic resilience, performance, anxiety, stress, and academic self-regulation [2]. The findings indicated that procrastination and academic self-regulation were inversely correlated. Procrastination was also strongly associated with academic stress and anxiety. Resilience nonetheless acted as a protective barrier against anxiety and stress related to schoolwork. Finally, academic performance was negatively impacted by stress and anxiety, but resilience had the opposite impact. This study may be very helpful to future generations of children to better manage the ups and downs of life, they must receive support in developing emotional self-control, motivation, and self-regulation in academic environments. The sample consisted of 828 questionnaires received out of 1000. For teachers, we delivered 300 questionnaires out of 281 filled questionnaires received. For this study, we adopted the Likert statistical tools to test the hypothesis. This study looked at the connections between procrastination, social anxiety, and resilience in a sample of school students. Students in secondary schools with high and low levels of academic procrastination were found to have significantly different academic achievements. More male students than female pupils procrastinate in their academic work. Academic procrastination among secondary school students was found to have a strong but non-favourable association with academic accomplishment.

Objectives The purpose of the current study was to explore differences in level of family-based participation and school-based participation of mothers who have 5th graders of elementary school and to demonstrate how the mother's psychological characteristics (mothers’ marital satisfaction, depression) affect parental participation. The study also looked at the effects of mothers’ marital satisfaction, depression, parental participation (family-based participation, school-based participation), and teacher-student relationship on academic efficacy and performance of their children. Methods Using 486 pairs of mother and their children who become on 5th grader in elementary school in 2019, the 12th year Panel Study on Korea Children(PSKC), Repeated Measures ANOVA were used to analyze differences in family-based participation and school-based participation. Also, how mothers’ marital satisfaction, depression, and school participation relate to children’s teacher-student relationship, academic efficacy, and academic achievements were explored through Structural Equation Modeling. Results As results, first, it was confirmed that mothers reported higher family-based participation than the school-based participation, and there was no interaction effect between the family-based and school-based participation according to the gender. Second, mother's marital satisfaction had a negative relationship on depression, and a positive relationship on both family-based and school-based participation. Nonetheless, mother's depression did not show any relationship to teacher-student relationship, academic self-efficacy, and academic performance of their children. Third, the marital satisfaction showed a positive relationship to academic performance through family-based participation and academic self-efficacy. The marital satisfaction also reported a positive relationship to academic performance through family-based participation. And, teacher-student relationship affected academic performance through academic self-efficacy. Conclusions The study imply that it is important to induce mothers’ active family-based participation by increasing mothers' marital satisfaction in order to increase the academic self-efficacy and academic performance of elementary school students.

Nursing students' test anxiety and academic self-efficacy, dishonesty and performance: A structural equation model.

Challenges and competition are being faced in higher education. Students’ unsatisfactory academic performance and dropouts are obvious problems worldwide. The “student-centered” pedagogy requires universities to pay attention to the needs of students. Research has demonstrated that academic self-efficacy is a positive psychological variable in the prevention of students becoming academically burnt out and withdrawing from their studies. By increasing academic engagement and improving academic performance, academic self-efficacy can reduce the dropout rates. This study attempted to achieve an in-depth comprehension of the nexus between academic self-efficacy and academic achievement among university students and the mediating role of academic engagement in the association between the two. A total of 258 participants were included in the cross-sectional study. The relationships among academic self-efficacy, academic engagement, and academic performance were examined using Pearson correlation coefficients. In order to examine the intermediating role of academic engagement in the relationship between academic self-efficacy and academic performance, a mediation analysis was applied. A favorable and strong correlation among academic self-efficacy, academic engagement, and academic performance was found in this study. Academic self-efficacy can be a direct predictor of academic achievement and can also be an indirect predictor of academic achievement via the intermediating effect of academic engagement. The findings of this study provide theoretical and practical recommendations for university researchers and administrators. The findings confirm the mediating role of academic engagement between academic self-efficacy and academic performance. The results provide universities with evidence for use in the design of projects and programs for the improvement of students’ academic performance. Increasing the level of academic self-efficacy and enhancing academic engagement are of utmost importance for university students to maintain and improve their academic performance.

Introduction. Procrastination is a very interesting topic because even if procrastinators could anticipate the negative consequences, they still intentionally do necessary tasks with delay. This may be because some procrastinators receive positive outcomes referred to active procrastinator, but some are not called passive procrastinator. Verifying the motivational belief moderates these two different types of procrastination; therefore, this study evaluates consistency of two different configurations. Model 1 is based on achievement goal theory integrated factors between academic self-efficacy and achievement goal (achievement goals1.->academic self-efficacy->academic achievement). Model 3 is based on social cognitive theory of motivation separated factors between achievement goal and academic self-efficacy (academic self-efficacy, achievement goals1.->academic achievement) across the three groups of procrastinators (non-procrastinators, active-procrastinators, and passive procrastinators). Moreover, this study investigated the different patterns of structural relations (including both direct and indirect relationship) between the achievement goals, academic self-efficacy and academic achievement. Method. The sample consisted of 988 Thai undergraduate students with an average age of 20 (SD = 0.99) ranging from 18 to 27 years. Structure equation model was employed to test the path model and Multi-group path analyses were used to verify differences in the path coefficients across the three types of procrastinators. Results. The finding confirmed that with Model 1there were a higher number of significant relationships that integrated achievement goals and academic self-efficacy pertaining to academic achievement than with the Model 3 which separated achievement goal and academic self-efficacy relative to academic achievement, as well as across the three types of procrastinators. Discussion and Conclusion. There was a substantial result of the importance of integration between academic self-efficacy and achievement goals for passive procrastinators showing in Model 1 that academic self-efficacy mediated relationships between achievement goals and academic achievement for the passive procrastinators but not the active-procrastinator or non-procrastinator groups. The implications of the findings across the three groups of procrastination are discussed.

This study aims to investigate the impact of mastery goal orientation (MGO) and self-directed learning (SDL) on academic performance via academic self-efficacy (ASE). As a learning medium, computer-based training (CBT) attempts to boost student confidence. The study used a quantitative approach, with 142 merchant marine school students serving as participants. The questionnaire was used as a research tool to collect data. To assess and measure variable relationships, research data was examined using structural equation modeling. According to the findings of the study, MGO and SDL have a direct impact on ASE and academic achievement. The study revealed that ASE mediated MGO and SDL in relation to academic achievement. Individual ambition to acquire information and competence results in ASE, which indicated students' confidence. CBT allows students to broaden their learning interests. SDL and CBT complement each other in a mutually beneficial way. CBT is a learning tool; nevertheless, without SDL, it will be ineffective in improving academic achievement. SDL without CBT is less effective since students are unable to explore a broader range of information and expertise. When students use CBT as a learning medium, they frequently study and practice, gaining more knowledge and expertise. CBT is thought to be an effective learning medium for increasing student academic confidence and performance.

Introduction: The study designed to identify the level of academic self-efficacy and its relationship to academic achievement and boredom, and the relationship between them in light of the variables of gender, year of study, and type of college. To answer the questions of the study, the following statistical methods were used: arithmetic averages and standard deviations of the sample answers, analysis of triple variance Three Way ANOVA, Pearson's correlation coefficient, and Scheffe's test for dimensional comparisons. The sample consisted of (315) male and female students. The results showed a high level of both academic self-efficacy and boredom, and the results revealed statistically significant differences in self-efficacy because to the effect of gender on the boredom scale, where the differences were in favor of males, as well as the existence of differences according to the type of college on the scale of self-efficacy and the scale of boredom,as it was found that there is a relationship Statistically significant positive between the measure of self-efficacy and achievement, as well as the existence of a negative inverse relationship between the scale of boredom and achievement.Counseling programs should be developed to improve students' academic self-efficacy and achievement in order to improve academic achievement. The counseling programmers offered should include the acquisition of study skills for these students. Objectives: The study designed to identify the level of academic self-efficacy, academic achievement and boredom designed students of Ajloun National University, and to detect differences according to variables: academic year, e-learning and face-to-face education. And identify the relationship between academic self-efficacy and both academic achievement and boredom. Theoretical Framework: Academic self-efficacy creates an environment of motivation, suggesting a high level of effort and perseverance in contrast to academic procrastination and boredom (Zimmerman, 2000). Students with a higher propensity to boredom are considered to be individuals who are less effective than others, and this is reflected in their interests and motivation for achievement. Method: To answer the questions of the study, the following statistical methods were used: arithmetic averages and standard deviations of the sample answers, analysis of triple variance Three Way ANOVA, Pearson's correlation coefficient, and Scheffe's test for dimensional comparisons. Results and Discussion: The results showed a high level of both academic self-efficacy and boredom, and the results revealed statistically significant differences in self-efficacy because to the effect of gender on the boredom scale, where the differences were in favor of males, as well as the existence of differences according to the type of college on the scale of self-efficacy and the scale of boredom, where the differences were in favor of the scientific college, differences between the fourth year, the second year and the third year and in favor of the fourth year on the scale of academic self-efficacy, as well as the existence of differences between the first, second and third category on the scale of boredom in favor of the first, second and third, where there is a statistically significant negative relationship between students' scores on the scale of academic self-efficacy and the scale of boredom, as it was found that there is a relationship Statistically significant positive between the measure of self-efficacy and achievement, as well as the existence of a negative inverse relationship between the scale of boredom and achievement. Research Implications: Counseling programs should be developed to improve students' academic self-efficacy and achievement in order to improve academic achievement. The counseling programmers offered should include the acquisition of study skills for these students. Originality/Value: The significance of the study in theory comes from the importance of the information it will provide to specialists in the fields of education and psychology, especially the educational and psychological fields, and to draw the attention of officials in higher education institutions to the importance of academic self-efficacy as part of mental health for university students, and therefore this study may provide, in addition to the available educational literature, a theoretical framework that helps increase the level of understanding of the nature of these variables and the level of their presence between university students in alignment with SDG 4 (Quality Education).

This study was conducted to identify the factors (especially parental involvement, academic self-efficacy, and depression) associated with academic performance among Chinese K-12 students during the COVID-19 pandemic. This cross-sectional study used data from the 2020 China Family Panel Studies (CFPS). The CFPS was conducted from July to December 2020 during the COVID-19 pandemic. A multistage probability sample proportional to size was used for the survey. The final sample consisted of 1747 K-12 students. This study used the 14-item Chinese Parental Involvement and Support Scale, the Responsibility Scale, and the 8-item Center for Epidemiologic Studies Depression Scale to measure parental involvement, academic self-efficacy, and depression, respectively. An ordered probit regression and structural equation models were employed to analyze the factors associated with academic performance. A multiple imputation technique was applied to compute missing values in selected variables. We found that parental involvement and academic self-efficacy were positively associated with good academic performance. In contrast, depression was negatively associated with good academic performance. Moreover, academic stress, male, rural residency, middle school, family size, high income, online gaming daily, reading, and intelligence quotient were statistically significant predictors on academic performance. The empirical findings suggested that parental involvement and academic self-efficacy were positively and significantly associated with good academic performance. However, depression was negatively and significantly associated with good academic performance. These results showed that policymakers and practitioners can help improve academic success and address educational inequalities among K-12 students by implementing a series of reforms.

The aim of this study is to investigate the correlation between learning engagement and academic self-efficacy towards academic achievement among normal college students in China. The method of this research is a descriptive survey conducted in the field. Students’ statistical community from Shangrao Normal University in Jiangxi Province, China that their number is about 15,000 people, and 1,507 people were selected as a sample by simple random method. Out of these participants, 471 were malearning engagement (31.3%) and 1036 were femalearning engagement (68.7%) students. This study used Learning Engagement Scale-Student (UWES-S), Academic Self-efficacy Questionnaire (ASEQ) and academic achievement assessment as instruments. The data was analyzed using t-tests, one-way ANOVA and regression analysis. The results indicate that there is no significant gender difference observed in learning engagement or academic self-efficacy. However, when considering different grades, learning engagement demonstrates a significant disparity with the lowest level found among Grade 2 students, which significantly differs from Grade 1, Grade 3, and Grade 4 respectively. On the other hand, no significant differences are observed in academic self-efficacy across different grades. Furthermore, there are notable learning engagement variances between students with varying levels of achievement regarding both learning engagement and academic self-efficacy. Regression analysis reveals that learning engagement directly influences academic achievement while academic self-efficacy acts as a mediating factor for academic achievement. The research results confirmed the significant correlation between students’ learning engagement, academic self-efficacy, and academic achievement; learning engagement has a direct impact on academic achievement, meanwhile academic self-efficacy mediates the relationship between learning engagement and academic achievement. Driven and facilitated by the power of the interactive field, the participants can reduce the sense of inferiority, overcome the fear of feeling and enhance the ability of introspection and self-efficacy.

This study aimed to investigate the role of parental expectation on academic performance and academic stress with mediating effect of self-efficacy. A correlational research design was used for the study. Three hundred students at secondary schools were selected through purposive convenient sampling. Data were collected through the administration of four respective scales: Parental Expectation Scale; Questionnaire on Academic Stress in Secondary Education (QASSE), and Academic Self-efficacy Scale; Academic Performance Questionnaire. The following statistical methods were used to test hypotheses after the data were analyzed using descriptive and inferential statistics; Correlation analysis; Linear Regression analysis; and Independent sample t-test. The findings revealed a positive correlation between parental expectations, academic stress, academic performance, and self-efficacy. Parental expectations were found to have a significant impact on both academic stress and performance. Results of the present study revealed that academic self-efficacy partially mediates the association between parental expectation and academic stress. Male students reported greater levels of parental expectation, academic stress, academic performance, and self-efficacy than females. Academic institutes are recommended to involve parents regarding their parental expectations to overcome the academic stress and increase the performance of students.

Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. To examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a predictor of academic achievement and emotions and to test reciprocal relations between academic emotions and achievement. Two hundred and six first-year undergraduate students. Academic self-efficacy was measured at the beginning of the first semester and learning-related emotions (LREs) at the beginning of the second semester. Academic performance was aggregated across assessments in semester one and semester two. Self-efficacy in study-related skills and behaviours predicted: (1) better semester one academic performance and (2) more pleasant and fewer unpleasant LREs at the beginning of the second semester directly and (3) indirectly through semester one academic performance. Reciprocal relations between academic performance and emotions were supported, but only for pleasant emotions. Self-efficacy in study-related skills was the critical academic self-efficacy variable in this study. It may play an important role in maintaining challenge appraisals to maintain pleasant emotions and better academic performance. Accordingly, practitioners in higher education may wish to consider the value of assessing and developing students' self-efficacy in relation to their independent study skills.

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.

This study examines the intricate relationship between socio-motivational factors, academic self-efficacy, and academic achievement among junior high school students. Grounded in Bandura’s Social-Cognitive Theory and Deci and Ryan’s Self-Determination Theory, the research explores how relationships with peers and teachers influence students’ academic self-beliefs and outcomes. A total population sample of 332 junior high school students from a public school in Claveria West District, Misamis Oriental, participated in the study. Data were collected using validated instruments: The Relationship and Motivation Scales (REMO-P), The Academic Self-Efficacy Scale for Filipino Junior High School Students (ASES-FJHS), and final grade averages. Using Structural Equation Modeling (SEM), the findings revealed that socio-motivational relationships significantly influence academic self-efficacy (β = 0.71, p < .001), while their direct effect on academic achievement was not statistically significant (β = 0.13, p = .065). However, academic self-efficacy strongly predicted academic achievement (β = 0.85, p < .001) and was found to fully mediate the relationship between socio-motivational relationships and academic success, explaining 89.1% of the variance in achievement. The final model demonstrated excellent fit indices (p=.239, CFI = 1.000, RMSEA = 0.000, SRMR = 0.028), confirming the strength of the mediation pathway. These results underscore the key role of academic self-efficacy as a mediator and highlight the importance of fostering positive socio-motivational relationships to enhance students’ academic confidence and performance.

This study explored the impact of academic stress on sleep quality among Chinese adolescents, examined the mediation role of negative affect and the moderating effect of peer relationships. In total, 858 students in this study from grade 7 to grade 12 completed questionnaires of sleep quality, academic stress, negative affect, and peer relationships. Structural Equation Modeling (SEM) was used to test the hypothetical model. The results indicated that, academic stress negatively predicts the sleep quality, and the negative affect partially mediated the relationship of them. In addition, the effect of academic stress on negative affect was moderated by peer relationships. The results mean that adolescents with more academic stress may have worse sleep quality, negative affect may act as a potential link from academic stress to sleep quality. Moreover, the effect of academic stress on negative affect is moderated by peer relationships. It means that higher levels of peer relationships helped reduce negative affect caused by academic stress and allow them to sleep better.

Background: Students’ academic self-efficacy and academic stress significantly affected their academic achievement and health. Students with low sense of academic self-efficacy choose to avoid challenges and academic stress, thereby resorting to substance use as the best way to relieve academic stress. Objectives: To determine the prevalence of substance use, academic self-efficacy and academic stress of students, Compare the academic self-efficacy and academic stress between substance and non-substance user undergraduates of Nnamdi Azikiwe University. Methods: The study is a cross-sectional survey research design that occured between July 1 2023, and October 2, 2023, at Nnamdi Azikiwe University, Awka, Nigeria. Consecutive sampling technique was used to select 410 respondents from the four campuses. Data were gathered from the undergraduate students. The statistcal analysis was conducted using the statistical package for social sciences (SPSS) version 25. Results: Results showed that prevalence of substance use was (71.0%). Alcohol (54.3%) was the most commonly used substance. Students’ self-efficacy and academic stress significantly affected their substance use respectively. The variables (gender, age, parent presence statue, self-efficacy and academic stress) contributed greatly in explaining students’ substance use. Conclusion: Students with high sense of academic self-efficacy show more stability in facing undesirable and academic stressful events and can more effectively solve problems, while students with low sense of academic self-efficacy choose to avoid challenges and academic stress, thereby resorting to substance use.