The Influence of Illness Severity on Health Satisfaction in Patients with Cardiovascular Disease: The Mediating Role of Illness Perception and Self-Efficacy Beliefs

Background: Academic burnout is one of the most important problems throughout all levels of the education system. Objectives: The present study aimed to investigate the relationship between time management and academic burnout with the mediating role of test anxiety and self-efficacy beliefs among university students in 2019. Methods: The study was a descriptive correlation performed by path analysis. The statistical population included all students of Islamic Azad University of Ahvaz and 222 of which were selected as the sample of the study using convenience sampling. The research instruments included the Academic Burnout Questionnaire, the Time Management Questionnaire, the test anxiety inventory, and the General Self-Efficacy Scale. The proposed model was evaluated using path analysis with AMOS software. Results: A direct and positive relationship was observed between time management and self-efficacy beliefs (β = 0.345, P = 0.0001) and between test anxiety and academic burnout (β = 0.515, P = 0.0001). The relationship between time management and test anxiety (β = -0.586, P=0.001) and between self-efficacy beliefs and academic burnout (β = -0.305, P = 0.0001) was negative. The relationship between time management and academic burnout was not significant (β = -0.051, P = 0.425). The results indicated that test anxiety and self-efficacy beliefs had a mediating role in the relationship between time management and academic burnout (β = -3.964, P = 0.001). Conclusions: According to research results, the proposed model had good fitness and is considered an important step in identifying the effective factors in students’ academic burnout.

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Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy

Journal of Education and Training Studies ◽

10.11114/jets.v5i9.2536 ◽

2017 ◽

Vol 5 (9) ◽

pp. 70 ◽

Cited By ~ 1

Author(s):

Mehmet Üstüner

Keyword(s):

Personality Traits ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Teaching Profession ◽

The Self ◽

Equation Modeling ◽

Efficacy Belief ◽

Mediating Role ◽

Teacher Self Efficacy

The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers’ self-efficacy beliefs. The study population included pre-service teachers that attended the "pedagogical formation course" instructed / applied in İnönü University, Faculty of Education, Department of Educational Sciences in 2015-2016 academic year. The survey sample included 382 pre-service teachers who voluntarily responded to the measurement instruments utilized in the study. The study data were collected with the "five factor personality scale", "attitudes towards the teaching profession scale" and "teacher self-efficacy scale". The obtained data were analyzed with path analysis of structural equation modeling. In conclusion, it was observed that there was a significant positive correlation between the five factor personality traits of extraversion, conscientiousness, openness and agreeableness and teacher self-efficacy belief, and there was a significant negative correlation between neuroticism personality trait and teacher self-efficacy belief. It was observed that the self-efficacy beliefs of pre-service teachers played a full mediating role between their neuroticism, openness and extraversion personality traits, and the same played a partial mediating role in the correlation between conscientiousness and agreeableness personality traits and the attitude towards the teaching profession. The implementation of a curriculum in pre-service teacher training that would increase the self-efficacy beliefs on teaching would also improve their attitudes towards the profession positively.

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The Relationship of Self-efficacy Sources and Metacognitive Reading Strategies: Mediating Role of Reading Self-efficacy Beliefs

Pakistan Journal of Humanities and Social Sciences ◽

10.52131/pjhss.2018.0601.0036 ◽

2018 ◽

Vol 6 (1) ◽

pp. 99-120

Author(s):

M. Waleed Shehzad ◽

Mohd Hilmi Bin Hamzah ◽

Rafizah Mohd Rawian

Keyword(s):

Self Efficacy ◽

Reading Strategies ◽

Efficacy Beliefs ◽

Policy Makers ◽

Main Research ◽

Mediating Role ◽

Metacognitive Reading Strategies ◽

Preparatory Year ◽

Relationship Of

This research article presents a conceptual model of the proposed study involving a relationship between self-efficacy sources and metacognitive reading strategies by employing reading self-efficacy beliefs as a mediating variable. Initially, this paper provides a brief background of the variables involved in the study. Furthermore, it gives an insight into the problems faced by the Saudi Preparatory Year Programme (PYP) students regarding employing metacognitive reading strategies while reading. There are three main research objectives of the current study. Firstly, to determine the correlation between self-efficacy sources and self-efficacy beliefs. Secondly, to determine the correlation between self-efficacy beliefs and metacognitive reading strategies. Lastly, to determine the mediating role of self-efficacy beliefs between self-efficacy sources and metacognitive reading strategies. Additionally, three hypotheses are generated on the basis of the reviewed literature. Lastly, it is hoped that the findings of this study would be beneficial for the students, teachers, policy makers and syllabus designers.

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