Yılmaz Koğar Esin, Sayın Ayfer, Koğar Hakan, Kafes Hüseyin, Şekercioğlu Güçlü
Faculty of Education, Niğde Ömer Halisdemir University, Niğde, Türkiye.
Faculty of Education, Gazi University, Ankara, Türkiye.
Glob Ment Health (Camb). 2025 Feb 19;12:e28. doi: 10.1017/gmh.2025.17. eCollection 2025.
In this study, network analysis was conducted using an exploratory approach on the variables of self-efficacy, academic resilience (AR), cognitive test anxiety and academic achievement (ACH), which are frequently examined in educational research. Data were collected from a total of 828 Turkish secondary school adolescents (51.9% female), using three different self-reported scales for self-efficacy, AR and cognitive test anxiety, as well as an ACH scale. The data were analyzed using regularized partial correlation network analysis (EBICglasso). The results show that academic self-efficacy (ASE) stands out among the variables of the study and that there is a positive relationship between ASE and all other variables except cognitive test anxiety. Besides, increasing students' ASE and AR levels plays a notable role in increasing their ACH levels. By providing new evidence on the relationships among these variables, this study offers insights that may inspire educational policy interventions.
在本研究中，采用探索性方法对自我效能感、学业恢复力（AR）、认知考试焦虑和学业成绩（ACH）等变量进行了网络分析，这些变量在教育研究中经常被考察。使用三种不同的自我报告量表分别测量自我效能感、AR和认知考试焦虑，同时使用一个ACH量表，从总共828名土耳其中学青少年（51.9%为女性）中收集数据。使用正则化偏相关网络分析（EBICglasso）对数据进行分析。结果表明，学业自我效能感（ASE）在研究变量中较为突出，并且ASE与除认知考试焦虑之外的所有其他变量之间存在正相关关系。此外，提高学生的ASE和AR水平对提高他们的ACH水平起着显著作用。通过提供这些变量之间关系的新证据，本研究提供了可能启发教育政策干预的见解。
