000112440 001__ 112440
000112440 005__ 20240319081000.0
000112440 0247_ $$2doi$$a10.1016/j.lmot.2022.101814
000112440 0248_ $$2sideral$$a128505
000112440 037__ $$aART-2022-128505
000112440 041__ $$aeng
000112440 100__ $$0(orcid)0000-0003-3789-3781$$aUsán Supervía, P.$$uUniversidad de Zaragoza
000112440 245__ $$aThe mediating role of self-efficacy in the relationship between resilience and academic performance in adolescence
000112440 260__ $$c2022
000112440 5060_ $$aAccess copy available to the general public$$fUnrestricted
000112440 5203_ $$aBackground: During learning processes, some students lack the necessary skills and competences to cope with their academic demands successfully. During adolescence, emotions play a prominent role in academic and personal development. This study aims to analyse the relationship between resilience and academic performance and the possible mediating role of self-efficacy. Methods: The study comprised 2652 students with ages ranging from 12 to 19 years (M=14.55; SD=1.70), both male (N = 1368; 51.58%) and female (N = 1284; 48.41%) from 14 secondary schools in Zaragoza, Aragón, Spain. The instruments used were the Academic Self-efficacy Scale (ASES) and the Brief Resilience Scale (BRS); average marks were used to measure academic performance. Results: The results of the study revealed significant correlations between self-efficacy, resilience and academic performance. Self-efficacy was found to play a mediating role between resilience and academic performance, which explains a pattern of adaptive behaviours in adolescent students. These results have practical implications for educational policies. Conclusion: The important role of self-efficacy as mediating variable between the constructs under analysis and for the promotion of adaptive behaviours is clear. Self-efficacy is important for the psychological and personal development of students, to prevent school drop out and improve the students’ academic performance and experience.
000112440 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000112440 590__ $$a1.4$$b2022
000112440 592__ $$a0.324$$b2022
000112440 591__ $$aPSYCHOLOGY, BIOLOGICAL$$b10 / 14 = 0.714$$c2022$$dQ3$$eT3
000112440 591__ $$aPSYCHOLOGY, EXPERIMENTAL$$b81 / 89 = 0.91$$c2022$$dQ4$$eT3
000112440 593__ $$aDevelopmental and Educational Psychology$$c2022$$dQ3
000112440 593__ $$aEducation$$c2022$$dQ3
000112440 593__ $$aNeuropsychology and Physiological Psychology$$c2022$$dQ3
000112440 593__ $$aHealth (social science)$$c2022$$dQ3
000112440 593__ $$aExperimental and Cognitive Psychology$$c2022$$dQ4
000112440 594__ $$a2.2$$b2022
000112440 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000112440 700__ $$0(orcid)0000-0002-8072-2390$$aSalavera Bordás, C.$$uUniversidad de Zaragoza
000112440 700__ $$0(orcid)0000-0001-8473-8114$$aQuílez Robres, A.$$uUniversidad de Zaragoza
000112440 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000112440 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000112440 773__ $$g78 (2022), 101814 [8 pp.]$$pLearn. motiv.$$tLEARNING AND MOTIVATION$$x0023-9690
000112440 8564_ $$s599097$$uhttps://zaguan.unizar.es/record/112440/files/texto_completo.pdf$$yVersión publicada
000112440 8564_ $$s1876877$$uhttps://zaguan.unizar.es/record/112440/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000112440 909CO $$ooai:zaguan.unizar.es:112440$$particulos$$pdriver
000112440 951__ $$a2024-03-18-14:05:23
000112440 980__ $$aARTICLE