Academic Self-efficacy Beliefs and Academic Vitality; the Role of Schoolwork Engagement and Gender

The aim of the present study was to examine the relationship between academic self-efficacy beliefs and academic buoyancy through mediating roles of schoolwork engagement and gender differences in this variables. Through the cluster random sampling, 384 students of Poldokhtar public high school (198 males and 186 females) were selected. The Participants completed the Academic Self-Efficacy Beliefs scale, Schoolwork Engagement Scale and Academic Buoyancy Questionnaire. All the tools enjoyed appropriate validity and suitability. Then the data analysis indicated that the academic self-efficacy beliefs had significant relationship with academic buoyancy (R2=0.19, β= 0.44, P< 0.0001), and also schoolwork engagement could predictthe academic buoyancy (β= 0.43, P< 0.0001); moreover, gender couldn’t play a moderating role in the relationship between these variables (Zr= 0.63, N.S). Also, the results indicated that amount of academic self-efficacy beliefs of female students significantly was more than males. Accordingly, it can be claimed that academic self-efficacy beliefs contribute to increase academic buoyancy of student along with improving the income schoolwork engagement. The outcomes were discussed within the social cognitive theory, Lazarus cognitive modal and social-specifics affecting the high school students in Iran.