Academic Achievement of Nursing College Students according to Academic Self-efficacy: The Mediating Effect of Major Satisfaction

In the present study, the relationships among trait hope, academic self-efficacy, and academic achievement (self-reported GPA) were examined among college students. Demographic differences were analyzed based on college-going status, ethnicity, and gender. First-generation college-going students (FGCS) reported significantly lower levels of hope, academic self-efficacy, and academic achievement when compared to non-FGCS. Male students reported significantly lower academic self-efficacy compared to female students. There was no statistically significant difference between non-White and White students. Overall, academic self-efficacy was a stronger predictor of achievement than hope. Between the two subscales of trait hope, agency was more strongly correlated with academic achievement than pathways. Furthermore, a mediation analysis indicated that academic self-efficacy fully accounted for the relationship between agency and academic achievement, which suggests that perceived capacity and agency to perform tasks in a specific domain may be more strongly associated with academic achievement than a general sense of hope and motivation.

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“Want to Learn” and “Can Learn”: Influence of Academic Passion on College Students' Academic Engagement

Frontiers in Psychology ◽

10.3389/fpsyg.2021.697822 ◽

2021 ◽

Vol 12 ◽

Author(s):

Hui Zhao ◽

Xiaoxian Liu ◽

Chunhui Qi

Keyword(s):

College Students ◽

Self Efficacy ◽

Academic Engagement ◽

Henan Province ◽

Mediating Effect ◽

Developmental Feedback ◽

The Relationship ◽

Academic Self Efficacy ◽

Positive Effect

Although research exists on the relationship between passion and engagement among employees, the mechanisms of academic passion on academic engagement among students needs to be elucidated. Guided by the broaden-and-build and situated cognition theories, we explored the positive effect of academic passion on academic engagement, the mediating effect of academic self-efficacy, and the role of teacher developmental feedback as a moderator in the relationship between academic passion and academic engagement. Based on a sample of 1,029 college students from universities in the Henan Province of China, the results showed that academic passion was positively related to academic engagement, academic self-efficacy partially mediated the relationship between academic passion and academic engagement, and teacher developmental feedback effectively moderated the relationship between academic passion and academic engagement. These findings explained the mechanism underlying the relationship between academic passion and academic engagement. Moreover, the findings highlighted important factors that promote college students' academic engagement.

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Relationship between Professional Commitment and Subjective Well-being of College Students

BCP Education & Psychology ◽

10.54691/bcpep.v3i.2 ◽

2021 ◽

Vol 3 ◽

pp. 1-12

Author(s):

Nan Li

Keyword(s):

Social Support ◽

College Students ◽

Self Efficacy ◽

Well Being ◽

Mediating Effect ◽

Professional Commitment ◽

Subjective Well Being ◽

Moderated Mediation Model ◽

Indirect Path ◽

Academic Self Efficacy

In order to explore the specific influence mechanism of professional commitment on subjective Well-being, this paper makes a research questionnaire based on professional commitment scale, subjective Well-being scale, academic Self-efficacy scale and social support scale, and surveys 356 college students nationwide. The obtained data are analyzed empirically using SPSS22.0 and Amos22.0. The results show that: (1) Professional commitment and academic Self-efficacy can positively predict subjective Well-being; (2) Academic Self-efficacy has a partial mediating effect on the relationship between professional commitment and subjective Well-being; (3) The moderating effect of social support occurs in the direct path of professional commitment’s influence on subjective Well-being and the indirect path of professional commitment’s influence on academic Self-efficacy. By constructing a moderated mediation model, this study reveals the mechanism of professional commitment on subjective Well-being, and provides reference for analyzing, predicting, shaping and correcting college students’ cognition and behavior, as well as helping to solve their psychological problems.

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