Examining the Mediating Role of Digital Self-Efficacy in the Relationship Between Academic Self-Concept and Academic Performance of Students

Authors

    Mahboobeh Rezai * Department of Educational Sciences, Isfahan University, Isfahan, Iran Rezai.mahboob69@yahoo.com
    Zahra Vahhab Department of Educational Sciences, Payam Noor University, Vazwan, Iran
    Fereshte Izadi Department of Educational Sciences, Khorasgan Branch, Islamic Azad University, Isfahan, Iran
    Fariba Jahanbani Department of Educational Sciences, Kashan University, Kashan, Iran
https://doi.org/10.61838/

Keywords:

Academic Self-Concept, Academic Performance, Digital Self-Efficacy, Students

Abstract

Objective: The present study aimed to examine the relationship between academic self-concept and academic performance, mediated by digital self-efficacy, in male students in the first year of secondary school.

Methods and Materials: The present study is applied in terms of its objective and descriptive-correlational in terms of its method. The statistical population of this study included all male students in District 5 of Tehran who were enrolled in the first year of secondary school during the 2022-2023 academic year. Accordingly, the sample size was determined to be 200 based on Kline's perspective. The sample was selected using purposive and accessible sampling by visiting the first-year secondary schools in District 5 of Tehran. The tools used for data collection included the Academic Self-Efficacy Scale by Ulfert and Schmidt (2022), the Academic Self-Concept Scale by Yasin-Chin (2004), and the students' most recent GPA.

Findings: The direct effect of academic self-concept on digital self-efficacy (β = 0.29, t = 2.94) is significant. Additionally, the direct effect of academic self-concept on academic performance (β = 0.39, t = 3.44) is significant. Finally, the direct effect of digital self-efficacy on academic performance (β = 0.38, t = 3.37) is also significant. The indirect effect of academic self-concept on academic performance is 0.22, and the total effect is 0.64.

Conclusion: Therefore, it can be concluded that in the relationship between academic self-concept and academic performance, the variable of digital self-efficacy can serve as a mediator and strengthen this relationship.

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Additional Files

Published

2024-10-10

Submitted

2024-06-20

Revised

2024-09-07

Accepted

2024-09-13

How to Cite

Rezai, M., Vahhab, Z., Izadi, F., & Jahanbani, F. (2024). Examining the Mediating Role of Digital Self-Efficacy in the Relationship Between Academic Self-Concept and Academic Performance of Students. Journal of Adolescent and Youth Psychological Studies (JAYPS), 5(10), 43-51. https://doi.org/10.61838/

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