Usán Pablo, Salavera Carlos, Quílez-Robres Alberto
Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain.
Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain.
Children (Basel). 2022 Mar 15;9(3):420. doi: 10.3390/children9030420.
During the various stages of education, adolescents undergo emotional and motivational experiences that can play key roles in their development. This study aims to analyse the relationship among academic self-efficacy, optimism, and academic performance. This study comprised 1852 adolescent (male, = 956, 51.61% and female, = 896, 48.38%) aged 12-19 years (M = 14.77; SD = 1.80) from twelve secondary schools in Spain. The instruments used for the evaluation were the (ASES) and the - (LOT-R); the students' average marks were used to measure their academic performance. The results of the study revealed significant correlations among self-efficacy, optimism and academic performance. These results emphasise the importance of academic self-efficacy as a mediating variable between the other two variables as well as its central role in the promotion of adaptive behaviours in the classroom, leading to adequate personal development, helping to prevent early school dropout and contributing to a more satisfactory academic experience.
在不同的教育阶段，青少年会经历一些情感和动机体验，这些体验在他们的成长过程中可能发挥关键作用。本研究旨在分析学业自我效能感、乐观主义与学业成绩之间的关系。该研究涵盖了来自西班牙12所中学的1852名12至19岁的青少年（男性956名，占51.61%；女性896名，占48.38%），平均年龄为14.77岁（标准差为1.80）。用于评估的工具是学业自我效能感量表（ASES）和生活取向测试修订版（LOT-R）；学生的平均成绩用于衡量他们的学业成绩。研究结果显示，自我效能感、乐观主义和学业成绩之间存在显著相关性。这些结果强调了学业自我效能感作为另外两个变量之间的中介变量的重要性，以及它在促进课堂上的适应性行为、实现充分的个人发展、帮助预防早期辍学以及带来更令人满意的学业体验方面的核心作用。
