Role of Student Well-Being
A Study Using Structural Equation Modeling
Datos Bibliográficos
| ID | 13668564 |
|---|---|
| Autores | Huy P Phan (0000-0002-3066-4647, University of New England, autor de correspondencia), Bing H Ngu (0000-0001-9623-2938, University of New England), Oqab Alrashidi (0000-0002-6459-8983, University of New England) |
| Año | 2016 |
| Volumen | 119 |
| Número | 1 |
| Páginas | 77-105 |
| Fecha de publicación | 2016-07-06 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Psychological Reports (JOURNAL) |
| Identificadores de la revista | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0033294116656819 |
| PMID | 27381412 |
| OpenAlex | W2471108194 |
| Idioma | EN |
| Citas recibidas | 13 |
| Referencias citadas | 62 |
The present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This research focus has credence and may provide grounding for educational-social interventions. A cohort of 284 (122 girls, 162 boys) Year 11 secondary school students participated in this correlational study. A theoretical-conceptual model was explored and tested using structural equation modeling. Subsequent structural equation modeling analyses provided moderate support for the hypothesized model. The results showed that both academic and social self-efficacy depended on each other in their effect on well-being at school. Both academic engagement and well-being at school served as partial mediators of the effects of academic and social self-efficacy on academic engagement
Academic achievement · Credence · Developmental psychology · Mathematics education · Psychological intervention · Self-efficacy · Structural equation modeling · Student engagement · Early Childhood Education and Development · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Psychology · Social Psychology
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Development and Validation of a Scale of Perceived Social Self-Efficacy
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Self-Efficacy
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An Index of Factorial Simplicity
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School Engagement
The Measurement of Engagement and Burnout
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Testing Structural Equation Models
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
A Motivational Perspective on Engagement and Disaffection
Structural Model Evaluation and Modification
Self-efficacy
Development of the Social Efficacy and Social Outcome Expectations Scale
Extracurricular Participation and Academic Outcomes
Factors Related to the Social Self-Efficacy of Chinese International Students
The Scree Test For The Number Of Factors
Comparative fit indexes in structural models
The moderator-mediator variable distinction in social psychological research
Principles and Practice of Structural Equation Modeling
Task- and self-related pathways to deep learning
Longitudinal modelling of academic buoyancy and motivation
Peer relationships and adolescents' academic and non-academic outcomes
Alternative Ways of Assessing Model Fit
| Obras citantes distintas | 13 |
|---|---|
| Citas por año | 2,17 |
| Intervalo de citas | 2020 - 2026 (7) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 13 |