Melaku Biniyam Kerebeh, Negasi Reda Darge, Tolla Tiruwork Tamiru
Department of Psychology, Bahir Dar University, Bahir Dar, Ethiopia.
Front Psychol. 2025 Jul 22;16:1605550. doi: 10.3389/fpsyg.2025.1605550. eCollection 2025.
This study investigates the mediating roles of academic motivation and resilience in the relationship between perceived academic support and academic achievement among Ethiopian first-year university students, addressing a gap in understanding how these protective factors enhance academic achievement during a critical transitional period.
A correlational design was employed, collecting data from first-year students at Injibara University. Instruments included the Perceived Academic Support Scale (Gutiérrez et al., validated by Reyes et al.), a revised 20-item Academic Resilience Scale (Cassidy, adapted by Cui, Wang, & Xu for collectivist contexts), and the Multidimensional Academic Motivation Scale (Vallerand et al., adapted by Orsini for university settings). Participants were selected via stratified random sampling, stratified by gender and college affiliation. Data collection occurred in two phases: a pilot study ( = 200; 158 male, 42 female) validated the instruments, followed by the main study ( = 503; 403 male, 100 female). Pearson correlation coefficients was used to analyze correlation among the variables. Besides structural equation modeling (SEM) was used to examine the direct and indirect effect of perceived academic support on achievement through the mediators of academic motivation and resilience.
Pearson correlations revealed significant positive associations among perceived academic support, academic motivation, academic resilience, and academic achievement ( < 0.05). Analysis from the structural equation modeling confirmed that academic motivation and resilience fully mediated the relationship between perceived academic support and academic achievement, with robust model fit indices.
These findings highlight the critical roles of motivation and resilience as mechanisms linking support to achievement, offering practical implications for educators to bolster student success in the first year. Limitations include the study's focus on a cross-sectional design and a single institution. Future research should explore longitudinal designs and diverse cultural contexts to enhance generalizability.
本研究调查了埃塞俄比亚一年级大学生中，学业动机和心理韧性在感知到的学业支持与学业成绩之间关系中的中介作用，填补了在理解这些保护因素如何在关键过渡时期提高学业成绩方面的空白。
采用相关设计，从因吉巴拉大学的一年级学生中收集数据。使用的工具包括感知学业支持量表（古铁雷斯等人编制，雷耶斯等人验证）、修订后的20项学业心理韧性量表（卡西迪编制，崔、王和徐针对集体主义背景进行改编）以及多维学业动机量表（瓦勒朗等人编制，奥尔西尼针对大学环境进行改编）。参与者通过分层随机抽样选取，按性别和学院隶属关系分层。数据收集分两个阶段进行：一项试点研究（n = 200；158名男性，42名女性）对工具进行了验证，随后是主要研究（n = 503；403名男性，100名女性）。使用皮尔逊相关系数分析变量之间的相关性。此外，还使用结构方程模型（SEM）来检验感知学业支持通过学业动机和心理韧性中介对成绩的直接和间接影响。
皮尔逊相关性显示，感知学业支持、学业动机、学业心理韧性和学业成绩之间存在显著正相关（p < 0.05）。结构方程模型分析证实，学业动机和心理韧性完全中介了感知学业支持与学业成绩之间的关系，模型拟合指数良好。
这些发现突出了动机和心理韧性作为将支持与成绩联系起来的机制的关键作用，为教育工作者提高学生一年级的成功率提供了实际启示。局限性包括研究侧重于横断面设计和单一机构。未来的研究应探索纵向设计和不同的文化背景，以提高研究结果的普遍性。
