Журнал судебной психологии

Абстрактный

Academic Self-Esteem, Academic Self-Efficacy and Academic Achievement: A Path Analysis

Soheila Ahmadi

As academic achievement serves as a basis on which education decisions concerning students are made, knowledge of factors influencing the academic achievement is completely necessary. This study aimed to investigate the relationship between elements of academic self-esteem with academic achievement through academic self-efficacy. The target population of this research covered all second-cycle high school students in Urmia. Using stratified random sampling, a sample size of 365 people was achieved. Data was gathered using standard questionnaires of academic self-esteem (BASE) and the College Academic Self-Efficacy Scale (CASES). For evaluating the correlation of latent and observed variables in the conceptual pattern, path analysis was used. Findings of the path analysis showed that all elements of academic self-esteem except success/failure were associated directly with the academic self-efficacy of students. Moreover, all elements of academic self-esteem except success/failure were related indirectly to academic achievement through academic self-efficacy. Based on these findings, understanding relations among academic selfesteem, academic self-efficacy and academic achievement may provide additional information regarding planning interventions to improve the academic achievement of students.