Adolescents' perceived parental psychological control and test anxiety: Mediating role of academic self-efficacy

2017 ◽  
Vol 45 (9) ◽  
pp. 1573-1583 ◽  
Author(s):  
Xiaobo Xu ◽  
Liandi Lou ◽  
Lixia Wang ◽  
Weiguo Pang
Keyword(s):  
High School Students ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Psychological Control ◽  
Self Report ◽  
Equation Modeling ◽  
Parental Psychological Control ◽  
Mediating Role ◽  
Academic Self Efficacy

We examined the relationship between parental psychological control and their children's test anxiety in the Chinese cultural context, and tested the mediating role of the children's academic self-efficacy in this relationship. Chinese high-school students (N = 401, 158 boys and 243 girls), aged between 15 and 18 years, completed a self-report survey assessing parental psychological control, academic self-efficacy, and test anxiety. The results showed a positive association between parental psychological control and the students' test anxiety. The students' academic self-efficacy was negatively correlated with parental psychological control and the students' test anxiety. Additionally, results of structural equation modeling indicated that the students' academic self-efficacy partially mediated the effect of their perception of parental psychological control on their test anxiety. These results reveal the negative influence of parental psychological control on their children's test anxiety and identify academic self-efficacy as a mediating variable through which parental psychological control exerts effects on their children's test anxiety.

scholarly journals Relationship of Academic Vitality, Academic Self-efficacy, and Metacognitive Skills with Lifelong Learning Concerning Mediating role of Study Approaches

2021 ◽  
Vol 11 (1) ◽  
pp. 1-10
Author(s):  
Marzieh Khamisabadi ◽  
◽  
Seyed Reza Mirmehdi ◽  
Ali Reza Merati ◽  
◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Self Efficacy ◽  
Structural Equation ◽  
Pearson Correlation ◽  
Equation Modeling ◽  
Metacognitive Skills ◽  
Human Beings ◽  
Mediating Role ◽  
Academic Self Efficacy

Background: Nowadays, learning is one of the most important factors in the lives of human beings. Lifelong learning and its effective variables are the topics of discussion in the contemporary era. In this regard, the present study was done to investigate the relationship between academic vitality, academic self-efficacy, and metacognitive skills, and lifelong learning concerning the mediating role of study approaches among students of Payame Noor University, Kangavar branch in the academic year 2016-2017. Methods: A random sampling method was used to select the participants. The sample size was determined to be 168 students. The required data were collected using the Academic Vitality Inventory, the Self-efficacy Scale, the Metacognition Questionnaire-30 (MCQ-30), Approaches and Study Skills Inventory for Students (ASSIST), and the Lifelong Learning Inventory. In total, 128 questionnaires were completely filled out and collected. Results: The results were analyzed using the Pearson Correlation and Structural Equation Modeling (SEM) using PLS and SPSS v. 20 software. The results showed that the model suitably fitted the data. The main research hypothesis was accepted at the 0.002 significance level. Academic self-efficacy, study approaches and skills, and metacognitive skills were directly correlated with lifelong learning (r=0.436, p=0.001). Conclusion: Education and emphasis on study give incentives for lifelong learning. In a normal situation, no relationship was found between lifelong learning and other factors.

scholarly journals Can Flow Alleviate Anxiety? The Roles of Academic Self-Efficacy and Self-Esteem in Building Psychological Sustainability and Resilience

2020 ◽  
Vol 12 (7) ◽  
pp. 2987 ◽  
Author(s):  
Yanhui Mao ◽  
Rui Yang ◽  
Marino Bonaiuto ◽  
Jianhong Ma ◽  
László Harmat
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Well Being ◽  
Self Esteem ◽  
Place Identity ◽  
Self Report ◽  
Equation Modeling ◽  
Flow Experience ◽  
Mediating Role ◽  
Academic Self Efficacy

A growing number of studies suggest that flow experience is associated with life satisfaction, eudaimonic well-being, and the perceived strength of one’s social and place identity. However, little research has placed emphasis on flow and its relations with negative experiences such as anxiety. The current study investigated the relations between flow and anxiety by considering the roles of self-esteem and academic self-efficacy. The study sample included 590 Chinese university students, who were asked to complete a self-report questionnaire on flow, anxiety, self-esteem, and academic self-efficacy. Data were analyzed using structural equation modeling (SEM) with AMOS software, in which both factorial analysis and path analysis were performed. Results revealed that the experience of flow negatively predicted anxiety, and both self-esteem and academic self-efficacy fully mediated the path between flow and anxiety. Specifically, self-esteem played a crucial and complete mediating role in this relationship, while academic self-efficacy mediated the path between self-esteem and anxiety. Our findings enrich the literature on flow experience and help with identifying practical considerations for buffering anxiety and more broadly with fostering strategies for promoting psychological sustainability and resilience.

Depressive Symptoms and Loneliness in Early Adolescence: The Role of Empathy and Emotional Self-Efficacy

2020 ◽  
pp. 027243162091915
Author(s):  
Emanuela Calandri ◽  
Federica Graziano ◽  
Elena Cattelino ◽  
Silvia Testa
Keyword(s):  
Depressive Symptoms ◽  
Self Efficacy ◽  
Structural Equation ◽  
Early Adolescents ◽  
Self Report ◽  
Equation Modeling ◽  
Mediating Role ◽  
The Relationship ◽  
Analyze Data

Knowledge about the role of empathy, emotional self-efficacy, and loneliness on early adolescents’ depressive symptoms is scarce. The main aims of the study were to investigate the following: (a) the role of empathy and emotional self-efficacy (additive and interactive) on loneliness and depressive symptoms, taking into account gender differences and (b) the possible mediating role of loneliness in the relationship between emotional predictors and depressive symptoms. Three hundred forty-eight Italian early adolescents (48% girls; mean age, 13; SD = 0.3) completed an anonymous self-report questionnaire at two time points (1 year apart). Structural equation modeling (SEM) was used to analyze data. Results indicated the following: (a) high empathy and low emotional self-efficacy were related to higher subsequent loneliness and depressive symptoms; (b) emotional self-efficacy moderated the relationship between empathy and loneliness and, only for girls, between empathy and depressive symptoms; (c) no mediation role of loneliness between emotional predictors (empathy and emotional self-efficacy) and depressive symptoms was found. Results are discussed in relation to preventive interventions targeting early adolescents.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

Knowledge hiding in academia: an empirical study of Indian higher education students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Neha Garg ◽  
Asim Talukdar ◽  
Anirban Ganguly ◽  
Chitresh Kumar
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Self Efficacy ◽  
The Body ◽  
Equation Modeling ◽  
Content Type ◽  
Indian Higher Education ◽  
Knowledge Hiding ◽  
Academic Self Efficacy

Purpose This study aims to investigate the role of knowledge hiding (KH) on academic performance, using three antecedents – relatedness with peers, territoriality of knowledge and performance motivation. It also looked into the moderating role of academic self-efficacy upon student’s KH behavior and academic performance. The research was grounded on the theory of reasoned action. Design/methodology/approachx Structural equation modeling (SEM) was used to analyze the five hypotheses. The data was collected through a primary survey based on a structured questionnaire with a sample size of 324 students from the Indian higher education institutions. Findings The study found that performance motivation and territoriality are positively associated with KH, which is further positively related to students’ academic performance. Sense of relatedness had no influence upon KH behavior, implying that proximity of social relationships does not predict KH behavior among students. Additionally, it was also observed that while evasive (a situation where the knowledge hider deliberately provides incorrect, partial or misleading information) and rationalized KH (a situation where the knowledge hider tries to provide a rational justification for not sharing the knowledge) had a significant influence on the academic performance of the students, the effect of “playing dumb” was not significant. The study did not reveal any moderating effect of academic self-efficacy on all three forms of KH and academic performance. Practical implications The findings of the study are expected to be valuable for instructors, administrative authorities and policymakers at the higher education level, to create a more conducive teaching and learning environment. Out of the three hiding strategies, students indulge more often in rationalized KH. Based on the outcomes of this research, management may focus toward the creation of an institutional environment conducive toward knowledge sharing interdependency among students. Originality/value One of the novel contributions of this study is that it analyzes Indian higher education, providing a developing country perspective, thereby contributing to the body of knowledge in knowledge management and hiding. The study also intends to understand the interplay of constructs such as KH, territoriality, sense of relatedness and academic performance, which have not been discussed previously within the higher education context, thus making the research work original. The study was done among the students and hence, brings in the academic perspective in the KH literature, which has seen limited research impetus.

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