Academic Stress, Academic Self-efficacy and Academic Achievement among Undergraduate Students title

This study examined the mediating effect of academic self efficacy beliefs on the relationship between academic stress and academic achievement among university students. On a sample consisting of 319 students (138 male 181 female) were administrated the Academic Self Efficacy Beliefs Questionnaire (ASEBQ، Zajacova، Lynch & Espenshade، 2005) and the Academic Stress Questionnaire (ASQ، Zajacova et al. 2005). A hierarchical multiple regression models were used to assess the mediating effect of academic self efficacy beliefs on the relationship between academic stress and academic achievement. The results of correlation matrix showed significant negative relationship between academic stress with academic self efficacy and academic achievement and significant positive relationship between academic self efficacy and academic achievement. The Results of hierarchical multiple regression models indicated that the relationship between academic stress and academic achievement by academic self efficacy beliefs is mediated. All of the regression weights in the model were statistically significant، and models'' predictors accounted for 34% of the variance in academic achievement. The findings emphasize the need to recognize the mediating role of academic self efficacy beliefs in examining relationship between academic stress and academic achievement.