Structural equation modeling of academic adjustment in elementary school students based on feelings of overload and academic self-efficacy with the mediating role of academic-psychological competence
Document Type : Original Article
Authors
1 Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
2 PhD student in Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
10.22098/pbeo.2025.18012.1064
Abstract
Background and Aim: : Studying academic adjustment leads to improved psychological and academic performance in students. The present study aimed to model the structural equations of academic adjustment in elementary school students based on the feeling of being overwhelmed and academic self-efficacy, with the mediating role of academic-psychological competence.
Methods: The present descriptive-correlational study was of the type of structural equation modeling. The statistical population included all elementary school students in Nir County in 1402-1403. The statistical sample included 310 fourth, fifth, and sixth-grade students through cluster random sampling. The instruments used were the questionnaires of feeling overwhelmed by Al-Bahad (2019), Morris' self-efficacy (2001), Shafi-Abadi students' academic-psychological competence (2010), and Baker and Seriak's academic adjustment (1984). Finally, the data were analyzed in SPSS version 26 and SmartPLS4 software.
Results: The findings showed that the direct effect between academic-psychological competence and academic adjustment was positive and significant. Also, the indirect effect of academic self-efficacy on academic adjustment through the mediation of academic-psychological competence was positive and important, and the indirect effect of feeling overwhelmed on academic adjustment with the mediating role of academic-psychological competence was negative and significant. However, the direct effect of feeling overwhelmed and academic self-efficacy on academic adjustment without the mediation of academic-psychological competence was not significant. Also, the goodness-of-fit indices of the model were confirmed through the coefficient of determination R2 and the predictive coefficient Q2.
Conclusion: The results indicate that students' academic-psychological competence can have an effective mediating role between students' feeling overwhelmed and their academic self-efficacy, and ultimately improve academic adjustment in students.
Methods: The present descriptive-correlational study was of the type of structural equation modeling. The statistical population included all elementary school students in Nir County in 1402-1403. The statistical sample included 310 fourth, fifth, and sixth-grade students through cluster random sampling. The instruments used were the questionnaires of feeling overwhelmed by Al-Bahad (2019), Morris' self-efficacy (2001), Shafi-Abadi students' academic-psychological competence (2010), and Baker and Seriak's academic adjustment (1984). Finally, the data were analyzed in SPSS version 26 and SmartPLS4 software.
Results: The findings showed that the direct effect between academic-psychological competence and academic adjustment was positive and significant. Also, the indirect effect of academic self-efficacy on academic adjustment through the mediation of academic-psychological competence was positive and important, and the indirect effect of feeling overwhelmed on academic adjustment with the mediating role of academic-psychological competence was negative and significant. However, the direct effect of feeling overwhelmed and academic self-efficacy on academic adjustment without the mediation of academic-psychological competence was not significant. Also, the goodness-of-fit indices of the model were confirmed through the coefficient of determination R2 and the predictive coefficient Q2.
Conclusion: The results indicate that students' academic-psychological competence can have an effective mediating role between students' feeling overwhelmed and their academic self-efficacy, and ultimately improve academic adjustment in students.
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