The Mediating Role of Academic Self-Efficacy in the Relationship between Curiosity and Academic Well- being among Adolescents with Physical and Motor Disabilities

Adolescence is a very sensitive and important period in everybody’s life, particularly in individuals with disabilities, because it can significantly impact their experiences. The present study aimed to investigate the mediating role of academic self-efficacy in the relationship between curiosity and academic well-being among adolescents with physical and motor disabilities.

Method and Materials: 

The statistical population in this descriptive correlational study included all the adolescents 12-18 years old with physical and motor disabilities in Khuzestan Province of Iran during the academic year 2022–2023. The study sample consisted of 282 adolescents who selected using purposive sampling. The research instruments included the Academic Wellbeing Questionnaire, the two-dimensional Curiosity and Discovery Inventory, and the Students’ Academic Self-Efficacy Questionnaire (SASEQ). The proposed model was evaluated using structural equation modeling (SEM).

The results revealed that there was a significant direct path from curiosity to academic self-efficacy (P<0.001). However, the direct relationship between curiosity and academic well-being was not significant. In addition, a significant relationship, mediated by academic self-efficacy was found between curiosity and academic well-being linked by an indirect path (P<0.001).

Overall, the modified final model exhibited a good fit. Accordingly, this model can be considered a useful step in identifying factors that influence academic well-being of adolescents with physical and motor disabilities.