Salehi Leili, Shirazi Mandana, Safarnavadeh Maryam, Mahmoodi Zohreh
Master's Degree Student in Medical Education, Smart University of Medical Sciences, Tehran, Iran.
Health Education and Promotion Department, Alborz University of Medical Sciences, Karaj, Iran.
J Educ Health Promot. 2024 Dec 28;13:492. doi: 10.4103/jehp.jehp_1516_23. eCollection 2024.
University graduates are leaders, great human resources, and responsible for the economic and social development of every country. The present study aimed at evaluating the mediating role of self-efficacy in the relationship between stress and effort-reward imbalance (E.R.I) and the students' academic performance (AP) at the Alborz University of Medical Sciences.
This descriptive-analytical study of the structural equation type was conducted on the 530 students studying at Alborz University of Medical Sciences during 2021-2022. The multistage sampling method was employed, as the faculties were determined in the first stage and random sampling was done in the second stage. The data were collected using the electronic questionnaires of self-efficacy, effort-reward imbalance, and academic stress, entered into SPSS software, and analyzed after checking for normality. Lisrel 8.8 software was used for structural equation modeling (SEM) and assessing the study hypotheses. value < 0.05 was considered significant.
The results indicated that the conceptual model had a good model fit index. Academic self-efficacy had a positive and significant causal relationship with academic performance in only one path (β = 0.25). Academic stress had a significant and negative causal relationship with academic performance from both direct (β = 0.16) and indirect (through self-efficacy) paths. Further, the agreement of the default model with reality was determined to be 0.76.
Academic stress reduces academic performance and academic self-efficacy increases academic performance. There is no relationship between effort-reward imbalance and academic performance.
大学毕业生是领导者、优秀的人力资源，对每个国家的经济和社会发展负有责任。本研究旨在评估自我效能感在压力与努力-回报失衡（E.R.I）以及阿尔伯兹医科大学学生学业成绩（AP）之间关系中的中介作用。
本结构方程类型的描述性分析研究于2021 - 2022年对在阿尔伯兹医科大学学习的530名学生进行。采用多阶段抽样方法，第一阶段确定院系，第二阶段进行随机抽样。使用自我效能感、努力-回报失衡和学业压力的电子问卷收集数据，录入SPSS软件，并在检查正态性后进行分析。使用Lisrel 8.8软件进行结构方程建模（SEM）并评估研究假设。p值<0.05被认为具有显著性。
结果表明概念模型具有良好的模型拟合指数。学业自我效能感仅在一条路径上与学业成绩存在正向且显著的因果关系（β = 0.25）。学业压力从直接（β = 0.16）和间接（通过自我效能感）两条路径与学业成绩存在显著的负向因果关系。此外，默认模型与实际情况的一致性为0.76。
学业压力会降低学业成绩，而学业自我效能感会提高学业成绩。努力-回报失衡与学业成绩之间不存在关系。
