Psychology in the Schools, volume 59, issue 5, pages 885-899

Academic self‐efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support

Weina Lei ^{1, 2}

Xuewei Wang ³

David Yun Dai ⁴

Xipei Guo ²

Shuoqi Xiang ²

WEIPING HU ^{2, 5}

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School of Education Shaanxi Normal University Xi'an Shaanxi China |

MOE Key Laboratory of Modern Teaching Technology, Center for Teacher Professional Ability Development Shaanxi Normal University Xi'an Shaanxi China |

Mental Health Education Center Xidian University Xi'an Shaanxi China |

⁴

Educational Psychology and Methodology University at Albany, SUNY Albany New York USA |

⁵

National Innovation Center for Assessment of Basic Education Quality Beijing Normal University Beijing China |

Publication type: Journal Article

Publication date: 2022-01-22

Wiley

Journal: Psychology in the Schools

scimago Q1

SJR: 0.756

CiteScore: 3.0

Impact factor: 1.8

ISSN: 00333085, 15206807

DOI: 10.1002/pits.22653

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Developmental and Educational Psychology

Education

Abstract

Previous studies have illustrated a robust relationship between academic self-efficacy and academic performance. However, the underlying psychological mechanism of this relationship is still unclear. This study employed a moderated mediation model to examine whether academic buoyancy (ability to deal with academic challenges and setbacks in school daily life) mediated the relationship between academic self-efficacy and academic performance and whether social support moderated the mediation process. A total of 860 (M = 16.39, SD = 0.73) high school students in China completed questionnaires on academic self-efficacy, academic buoyancy, and social support. Academic performance was measured by standardized tests. The results indicated that academic buoyancy partially mediated the association between academic self-efficacy and academic performance. Social support moderated the first half of the path of the mediation model. The findings of the present study provide educational guidelines and suggestions for improving academic performance among high school students.

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Publisher

Wiley

Journal

Psychology in the Schools

scimago Q1

SJR

0.756

CiteScore

3.0

Impact factor

1.8

ISSN

00333085 (Print)

15206807 (Electronic)

Academic self‐efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support

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