000112412 001__ 112412
000112412 005__ 20220511140726.0
000112412 0247_ $$2doi$$a10.3390/children9030420
000112412 0248_ $$2sideral$$a127942
000112412 037__ $$aART-2022-127942
000112412 041__ $$aeng
000112412 100__ $$0(orcid)0000-0003-3789-3781$$aUsán, Pablo$$uUniversidad de Zaragoza
000112412 245__ $$aSelf-efficacy, optimism, and academic performance as psychoeducational variables: mediation approach in students
000112412 260__ $$c2022
000112412 5060_ $$aAccess copy available to the general public$$fUnrestricted
000112412 5203_ $$aBackground: During the various stages of education, adolescents undergo emotional and motivational experiences that can play key roles in their development. This study aims to analyse the relationship among academic self-efficacy, optimism, and academic performance. Methods: This study comprised 1852 adolescent (male, N = 956, 51.61% and female, N = 896, 48.38%) aged 12–19 years (M = 14.77; SD = 1.80) from twelve secondary schools in Spain. The instruments used for the evaluation were the Academic Self-Efficacy Scale (ASES) and the Life Orientation Test—Revised (LOT-R); the students’ average marks were used to measure their academic performance. Results: The results of the study revealed significant correlations among self-efficacy, optimism and academic performance. Conclusions: These results emphasise the importance of academic self-efficacy as a mediating variable between the other two variables as well as its central role in the promotion of adaptive behaviours in the classroom, leading to adequate personal development, helping to prevent early school dropout and contributing to a more satisfactory academic experience.
000112412 536__ $$9info:eu-repo/grantAgreement/ES/UZ-IBERCAJA-CAI/CH17-21
000112412 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000112412 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000112412 700__ $$0(orcid)0000-0002-8072-2390$$aSalavera, Carlos$$uUniversidad de Zaragoza
000112412 700__ $$0(orcid)0000-0001-8473-8114$$aQuílez-Robres, Alberto$$uUniversidad de Zaragoza
000112412 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000112412 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000112412 773__ $$g9, 3 (2022), 420 [10 pp.]$$pChildren (Basel)$$tChildren$$x2227-9067
000112412 8564_ $$s517054$$uhttps://zaguan.unizar.es/record/112412/files/texto_completo.pdf$$yVersión publicada
000112412 8564_ $$s2772674$$uhttps://zaguan.unizar.es/record/112412/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000112412 909CO $$ooai:zaguan.unizar.es:112412$$particulos$$pdriver
000112412 951__ $$a2022-05-11-12:47:58
000112412 980__ $$aARTICLE