112440 20240319081000.0 doi 10.1016/j.lmot.2022.101814 sideral 128505 ART-2022-128505 eng Usán Supervía, P. Universidad de Zaragoza (orcid)0000-0003-3789-3781 The mediating role of self-efficacy in the relationship between resilience and academic performance in adolescence 2022 Access copy available to the general public Unrestricted Background: 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. info:eu-repo/semantics/openAccess by http://creativecommons.org/licenses/by/3.0/es/ 1.4 2022 PSYCHOLOGY, BIOLOGICAL 10 / 14 = 0.714 2022 Q3 T3 PSYCHOLOGY, EXPERIMENTAL 81 / 89 = 0.91 2022 Q4 T3 0.324 2022 Developmental and Educational Psychology 2022 Q3 Education 2022 Q3 Neuropsychology and Physiological Psychology 2022 Q3 Health (social science) 2022 Q3 Experimental and Cognitive Psychology 2022 Q4 2.2 2022 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Salavera Bordás, C. Universidad de Zaragoza (orcid)0000-0002-8072-2390 Quílez Robres, A. Universidad de Zaragoza (orcid)0000-0001-8473-8114 4009 735 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicolog.Evolut.Educac 4001 625 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Métod.Invest.Diag.Educac. 78 (2022), 101814 [8 pp.] Learn. motiv. LEARNING AND MOTIVATION 0023-9690 599097 http://zaguan.unizar.es/record/112440/files/texto_completo.pdf Versión publicada 1876877 http://zaguan.unizar.es/record/112440/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:112440 articulos driver 2024-03-18-14:05:23 ARTICLE