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The Relationship Between Academic Encouragement and Academic Self-Efficacy: A Moderated Mediation Model
Zhun Gong1, Xinian Jiao1, Xinlei Xia1
1Normal College, Qingdao University, Qingdao, China.
Frontiers in Psychology
|July 25, 2022
Summary
Academic encouragement boosts college students' academic self-efficacy through campus connectedness and hope. These factors mediate the relationship, highlighting pathways for improved student confidence and performance.
Area of Science:
- Psychology
- Educational Psychology
- Social Psychology
Background:
- Academic self-efficacy is crucial for college students' success.
- Understanding the mechanisms influencing academic self-efficacy is vital for educational interventions.
- Existing research has not fully elucidated the mediating roles of campus connectedness and hope in response to academic encouragement.
Purpose of the Study:
- To investigate how academic encouragement influences college students' academic self-efficacy.
- To examine the mediating roles of campus connectedness and hope in this relationship.
- To determine if academic engagement moderates the influence of academic encouragement on self-efficacy.
Main Methods:
- A quantitative questionnaire survey was administered to 267 college students (aged 18-24).
- Validated scales were used: Academic Encouragement Scale (AES), College Self-Efficacy Inventory (CCSI), Adult Hope Scale (AHS), and Campus Connectedness Scale (CCS).
- Statistical analyses explored mediation and moderation effects.
Main Results:
- Campus connectedness and hope significantly mediated the relationship between academic encouragement (both challenge-focused and potential-focused) and academic self-efficacy.
- Academic engagement did not moderate these mediation pathways.
- The study identified specific psychological constructs that facilitate the impact of encouragement.
Conclusions:
- Campus connectedness and hope are key mediators in the link between academic encouragement and students' academic self-efficacy.
- Interventions aimed at enhancing academic self-efficacy should consider fostering campus belonging and hope.
- Academic engagement does not appear to be a critical boundary condition for this mediation.
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