School Connectedness, Academic Self-Efficacy, and Academic Performance: Mediating Role of Hope

社会联系 心理学 结构方程建模 路径分析(统计学) 学业成绩 自我效能感 多级模型 比例(比率) 统计显著性 发展心理学 社会心理学 医学 统计 物理 数学 量子力学 内科学
作者
Hossien Zeinalipour
出处
期刊:Psychological Reports [SAGE Publishing]
卷期号:125 (4): 2052-2068 被引量:30
标识
DOI:10.1177/00332941211006926
摘要

The present study explored the effects of school connectedness and academic self-efficacy beliefs on academic performance among male and female high school students. It was hypothesized that hope would mediate the effects of school connectedness and academic self-efficacy beliefs on academic performance. The statistical population of the study included all high school students in a city of Iran, from whom 500 individuals were selected as the study sample using multistage random sampling. To collect the required data, three questionnaires - i.e., academic self-efficacy subscale from the Patterns of Adaptive Learning Scale by Midgley et al., Children's Hope Scale by Snyder et al., and Brown and Evans' School Connectedness Scale - were used. Structural equation modeling (SEM) was also applied to evaluate the proposed model, and the results indicated the statistical significance of all the path coefficients between the variables. The model showed the positive and significant relation of school connectedness, academic self-efficacy beliefs, and hope with academic performance and the relation of school connectedness and academic self-efficacy beliefs with hope. The fit indices showed that the model was well-fitted. Furthermore, the significance of all the indirect relationships was also confirmed. We concluded that, the high levels of school connectedness and academic self-efficacy are associated with high academic performance and hope seems to be an important mediator of these relationships.
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