Relationship between academic self-efficacy beliefs with academic well- being: the role of academic stress and achievement emotions

This study examined the mediating role of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. On a sample consisting of 339 students (142 male 140 female), the Academic Self-Efficacy Questionnaire (ASEQ), the Perceived Academic Stress Questionnaire (PASQ), the Achievement Emotions Questionnaire-Short Form (AEQ-SF), the School/University Burnout Inventory (SBI) and the Schoolwork Engagement Inventory (SEI) were administrated. Structural equation modeling was used to assess the mediating effects model of the perceived academic stress and academic emotions on the relationship between academic self-efficacy with academic well-being among university students. Results showed that both models -partially mediated models of positive and negative emotions on the relationship academic self-efficacy and academic well-being - had good fit to data. In these hypothesized models, all of the regression weights were statistically significant. Also, in the mediating model of positive emotions and academic stress, model predictor’s emphases accounted for 33 and 22 of the variance in academic engagement and academic burnout, respectively. Furthermore, in the mediating model of negative emotions and academic stress, model predictor’s emphases accounted for 33 and 20 of the variance in academic engagement and academic burnout, respectively. These findings show that the part of covariance between conceptual loops of academic self-efficacy beliefs and academic well-being is accounted for by achievement emotions and perceived academic stress.