The Impact of College Students' Academic Stress on Student Satisfaction from a Typological Perspective: A Latent Profile Analysis Based on Academic Self-Efficacy and Positive Coping Strategies for Stress.

This investigation employs Latent Profile Analysis (LPA) to analyze data from 1298 Chinese university students, aiming to clarify the mechanisms through which individual psychological resources, primarily academic self-efficacy and positive coping strategies, affect student satisfaction in the context of academic stress. Four distinct profiles emerged based on levels of academic self-efficacy and positive coping strategies: Low-Spirited, General Copers, Capable but Passive, and Optimistic and Confident. These profiles demonstrate significant variances in the sources of academic stress, student engagement, and student satisfaction, with a ranking order from most to least satisfied as follows: Optimistic and Confident, Capable but Passive, General Copers, and Low-spirited. While academic stress uniformly augments engagement across all profiles, its effect on student satisfaction diverges-negatively for Low-spirited and General Copers, and positively for Capable but Passive and Optimistic and Confident. The analysis reveals varying levels of academic stress-tolerance among profiles, highlighting the critical role of academic self-efficacy and indicating a possible nonlinear relationship between student engagement and satisfaction. These findings enhance our comprehension of student satisfaction's intricate dynamics and suggest strategies to alleviate academic stress and improve psychological well-being.

Structural modeling of Chinese students' academic achievement identity and basic psychological needs: do academic self-efficacy, and mindfulness play a mediating role?

BACKGROUND: Mindfulness and academic self-efficacy were proposed as mediating variables, with successful academic identity as an exogenous variable. The backdrop for this research centers on the significance of psychological factors in shaping academic identity among first-grade high school students. OBJECTIVES: The primary aim of the research was to investigate the relationship between fundamental psychological needs, mindfulness, academic self-efficacy, and successful academic identity. Specifically, the study explored the direct and indirect impacts of basic psychological needs on successful academic identity mediated by mindfulness and academic self-efficacy. METHOD: The research employed a descriptive method, utilizing correlational studies and structural equation modeling. A sample of 355 undergraduate students at Henan Judicial Police Vocational College, Henan, China, was randomly selected through multistage cluster sampling. Data were collected using established scales, including the Basic Psychological Needs Scale, Baer Mindfulness Scale, Jenkins and Morgan Academic Self-Efficacy Scale, and Vas and Isakson Successful Academic Identity Scale. The data analysis was conducted using AMOS 22 software. FINDINGS: The research findings revealed that fundamental psychological needs directly and indirectly significantly impact successful academic identity. Mindfulness played a mediating role in this relationship. However, academic self-efficacy did not considerably mediate the influence of fundamental psychological needs on successful academic identity (p > 0.05). These results highlight the complex dynamics between psychological needs, mindfulness, academic self-efficacy, and successful academic identity among high school students in the specified academic year. CONCLUSIONS: The findings suggest targeted interventions, such as workshops for families and teachers to address basic needs and psychologist and school counselor interventions to increase mindfulness. Additionally, organizing educational classes is imperative for fostering a supportive environment conducive to successful academic identity among undergraduate students.

The effectiveness of using situational awareness and case-based seminars in a comprehensive nursing skill practice course for undergraduate nursing students: a quasi-experimental study.

BACKGROUND: Nurses play an important role in healthcare development. The increasing demands for nurses mean that nursing schools at the undergraduate level have the responsibility to ensure patient safety and quality care through a well-designed curriculum. This research aimed to evaluate the effect of the teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course on the level of self-directed learning, professional identity, academic self-efficacy, theoretical scores, practical scores, teaching satisfaction, and student competence among nursing students. METHODS: The research population comprised was of the grades of 2019 and 2020 at Wannan Medical College in Anhui Province, China (n = 169, response rate 77.88%). The observation group from grade 2020 used the teaching method combined with situational awareness and case-based seminars, whereas the control group from grade 2019 used the traditional teaching mode. General information, self-directed learning, a professional identity, and academic self-efficacy were compared between the two groups. This research used means and standard deviations, chi-square, the Shapiro-Wilk test, and an independent sample t-test for statistical analyses. RESULTS: Compared with the control group, the total scores for self-directed learning, professional identity, and academic self-efficacy were higher in the observation group (78.80 ± 7.89 vs 60.21 ± 7.44, 63.39 ± 7.87 vs 52.35 ± 7.68, and 22.31 ± 3.30 vs 21.28 ± 2.31, respectively, with P < 0.05 for all scores). More significant improvements were made in the observation group on the level of theoretical scores (81.39 ± 3.32 vs 76.28 ± 5.90) and practical scores (93.32 ± 4.70 vs 90.67 ± 5.09) (P < 0.05). Meanwhile, teaching satisfaction, which includes teaching method (66/18 vs 32/53) and teacher-student interaction (72/12 vs 34/51), and student competence, which includes team cooperation (67/17 vs 39/46), critical thinking (60/24 vs 31/54), and communication skills (67/17 vs 38/47) after the intervention (P < 0.05). There was no significant difference in social persuasion (P > 0.05). CONCLUSION: The teaching method combined with situational awareness and case-based seminars in a comprehensive nursing skills practice course has the potential to improve the level of self-directed learning, professional identity, and academic self-efficacy, and it increases theoretical scores, practical scores, teaching satisfaction, and student competence.

Relationship between readiness for interprofessional learning and academic self-efficacy among nursing students: a cross-sectional study.

BACKGROUND: Modern medicine emphasizes that medical professionals engage in interprofessional collaboration to better meet the diverse needs of patients from physical, psychological, and social perspectives. As nursing students are the future reserve of the clinical nursing workforce, nursing educators worldwide should pay close attention to nursing students' interprofessional learning attitudes and take responsibility for training qualified interprofessional nursing personnel. However, little is known about the relationship between nursing students' readiness for interprofessional learning and academic self-efficacy. Thus, this study aims to investigate the level of readiness for interprofessional learning and academic self-efficacy among nursing students, and to explore the relationship between the two. METHODS: A cross-sectional survey was conducted with a sample of 741 undergraduate nursing students pursuing four-year degrees from a school in Jinan, Shandong Province, China from November to December 2021. The social-demographic questionnaire, Readiness for Interprofessional Learning Scale, and Academic Self-efficacy Scale were used for data collection. Descriptive statistics used to analyze the data included: Cronbach's alpha, t-test, one-way ANOVA, Pearson's correlation, and multiple linear regression analysis. RESULTS: Readiness for interprofessional learning mean score was (3.91 ± 0.44) and mean academic self-efficacy was (3.47 ± 0.42). Significant differences were found in the research variables according to participants' sex, grade, choice of nursing profession, and frequency of communication with health-related major students in studies (p < 0.05, p < 0.001). Pearson correlation analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (r = 0.316, p < 0.01). The hierarchical regression analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (ß = 0.307, p < 0.001), The model explained 15.6% of the variance in readiness for interprofessional learning (F = 18.038, p < 0.001). CONCLUSIONS: Readiness for interprofessional learning and academic self-efficacy were in the middle level among nursing students. Moreover, there was a significant positive correlation between the two. Therefore, it is very important for nursing educators to improve nursing students' academic self-efficacy before improving their readiness for interprofessional learning.

Enhancing academic self-efficacy on decreasing adolescents' unmonitored internet usage and depressive mood.

Unmonitored internet use and depression are difficulties that adolescents experience. Efforts to promote healthy adolescent development tend to focus on reducing these two risk outcomes. Therefore, the purpose of this study was to examine how three important school-related factors (teachers, peers, and academics) affect adolescents' levels of unmonitored internet use and depression. For this study, a cross-sectional data analysis was conducted. The sample included 9297 students who participated in two waves of the China Education Panel Survey (CEPS). Structural equation modeling (SEM) was performed using LISREL 8.80 to analyze the data. Monte Carlo resampling was then performed using R to confirm the significance of the mediating effects. Teacher criticism and negative peers can increase unmonitored internet use and depression in adolescents, while academic stress can exacerbate depression. In contrast, teacher praise and positive peers can reduce those risk outcomes. Academic self-efficacy serves as a key mediator of the impacts of teachers, peers, and academics on adolescents' levels of unmonitored internet use and depression. We advocate that schools should establish a positive school climate, provide teacher feedback training and design physical activity programs to improve academic self-efficacy, thereby reducing the risk of unmonitored internet use and depression among adolescents, effectively preventing possible subsequent internet addiction and promoting the mental health of adolescents.

Parental Involvement, Academic Self-Efficacy, and Depression on Academic Performance Among Chinese Students During COVID-19 Pandemic.

Objective: This study was conducted to identify the factors (especially parental involvement, academic self-efficacy, and depression) associated with academic performance among Chinese K-12 students during the COVID-19 pandemic. Methods: This cross-sectional study used data from the 2020 China Family Panel Studies (CFPS). The CFPS was conducted from July to December 2020 during the COVID-19 pandemic. A multistage probability sample proportional to size was used for the survey. The final sample consisted of 1747 K-12 students. This study used the 14-item Chinese Parental Involvement and Support Scale, the Responsibility Scale, and the 8-item Center for Epidemiologic Studies Depression Scale to measure parental involvement, academic self-efficacy, and depression, respectively. An ordered probit regression and structural equation models were employed to analyze the factors associated with academic performance. A multiple imputation technique was applied to compute missing values in selected variables. Results: We found that parental involvement and academic self-efficacy were positively associated with good academic performance. In contrast, depression was negatively associated with good academic performance. Moreover, academic stress, male, rural residency, middle school, family size, high income, online gaming daily, reading, and intelligence quotient were statistically significant predictors on academic performance. Conclusion: The empirical findings suggested that parental involvement and academic self-efficacy were positively and significantly associated with good academic performance. However, depression was negatively and significantly associated with good academic performance. These results showed that policymakers and practitioners can help improve academic success and address educational inequalities among K-12 students by implementing a series of reforms.

How task difficulty and academic self-efficacy impact retrieval practice guidance.

Retrieval practice can enhance learning but is rarely used in self-regulated learning. Although explicit retrieval practice guidance (RPG)-which helps students use retrieval correctly-can improve learning outcomes, however, task difficulty and differences in academic self-efficacy (ASE) may influence retrieval practice decisions and learning performance, which were not considered in previous researches. The purpose of this study was to explore whether RPG produces different effects due to task difficulty and ASE. In Experiment 1, participants studied tasks with varying difficulty levels, some of which were guided. Results showed that RPG could enhance learning through increased retrieval practice, and participants engaged in more retrieval for difficult tasks. In Experiment 2, participants with different degrees of ASE learned tasks under guidance. Participants with high ASE persisted better on different tasks. Hence, task difficulty can affect retrieval practice decisions, and ASE increases persistence in retrieval practice. The implications of the findings for students' use of RPG are discussed in this article.

How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students.

The goal of critical thinking for students is to help them learn how to think critically and systematically so they can solve problems and make informed decisions. It aids students in developing their capacity for independent thought, allowing them to generate their own conclusions and base those decisions on facts and evidence. Therefore, one of the key goals of this study was to explore the factors affecting critical thinking of English as foreign language (EFL) learners. This article used social cognitive theory (SCT) to investigate how personal and cognitive factors affect EFL learners' critical thinking. Data from 305 Chinese EFL learners were collected online, and structural equation modeling (SEM) was used to evaluate the data. The results showed that metacognitive learning strategies (MLS) were positively related to critical thinking and that self-efficacy, self-oriented learning perfectionism, and learner anxiety were significantly related to MLS. Moreover, MLS mediated the link between self-efficacy, self-oriented learning perfectionism, learner anxiety, and critical thinking. The findings further indicated that learner proactivity moderated the association between MLS and critical thinking. By applying social cognitive theory to examine the variables influencing EFL learners' critical thinking, this study adds uniqueness. It does this by emphasizing the moderating influence of learner proactivity and the mediating function of metacognitive learning strategies. The findings of the research have significant ramifications for educators since they emphasize how vital it is to support metacognitive strategies for learning in order to improve EFL learners' critical thinking abilities. Additionally, to create an atmosphere that is favorable for the development of critical thinking skills in EFL education, policymakers should think about implementing support systems and interventions that focus on learner anxiety, learner proactivity, and self-efficacy.

Mediating Effects of Academic Self-Efficacy and Depressive Symptoms on Prosocial/Antisocial Behavior Among Youths.

Adolescence is a critical period during which youth develop and shape their behaviors. Because differences between youths are strongly connected to environmental factors, we aimed to elucidate possible pathways from home-school regulation and atmosphere to youths' prosocial and antisocial behaviors. Data were derived from the China Education Panel Survey. This study involved a total of 9291 students aged 14-15 years (4834 boys, 4457 girls). We used structural equation modeling (SEM) with LISREL 8.80 and Monte Carlo resampling with R to conduct the analysis strategy. In the home-school regulation, parental supervision on the one hand and teacher criticism on the other hand have direct positive and negative predictive effects on youths' prosocial behaviors, respectively, while their direct effects on antisocial behavior are the opposite; teachers praise does not directly affect adolescents' prosocial and antisocial behaviors. In the home-school atmosphere, family interaction and perceived good class climate directly positively affect youths' prosocial behaviors, while the direct effects of both on antisocial behavior are not significant. The SEM results reveal that academic self-efficacy and depressive symptoms may be underlying mediating mechanisms through which home-school regulation and atmosphere during adolescence affect students' prosocial and antisocial behaviors. Intervention programs targeting home-school supportive environments and prevention programs targeting positive emotion and self-awareness may yield benefits for proper social behavior in adolescents. For example, by enhancing the way and frequency of parent-child interaction, teachers and students jointly create a good class climate of care and friendship to strengthen a home-school supportive environment. Improve adolescents' positive emotions such as contentment, optimism, and hope to reduce the possibility of depression.

Do Achievement Goals Differently Orient Students' Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade.

Background: Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effects vary by grade. Then, it is necessary to further explore whether different achievement goal orientations affect academic engagement through the mediation of learning strategies and academic self-efficacy from the perspective of integration of achievement goal orientation theory and social cognitive theory under the premise of four classifications of achievement goal orientation, if so, whether there is consistent-path structure between grades. Methods: Participants were 1429 high school students (647 male,782 female) were token as subjects through cluster sampling. The Achievement Goal Orientation Scale, Learning Strategies Scale, Academic self-efficacy Scale,and Academic Engagement Scale were used to measure achievement goal orientations, learning strategies, academic self-efficacy and academic engagement. Results: The mastery approach, performance approach, and performance avoidance indirectly predicted academic engagement through the chained mediated effects of learning strategies and academic self-efficacy, respectively. There were no direct or indirect predictive effects of mastery avoidance on students' academic engagement. The path structure constructs were consistent across grades, except for grade differences in the predictive relationships between mastery approach on learning strategies and mastery avoidance on learning strategies. Conclusion: As external achievement goals originate from others, regardless of valence approach or avoidance, performance goals indirectly orient academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. As internal achievement goal originates from the individual itself, the mastery approach not only directly but also indirectly orients academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. The path structure remains consistent but local relations vary across school years in China. Finally, the possible psychological mechanisms of goal orientations are discussed.

Mediating effect of self-esteem on the relationship between academic self-efficacy and depression symptoms among nursing students participating in blended learning.

Background: Blended learning, which comprises a combination of online and classroom-based activities, in nursing education can cause significant academic stress and depression symptoms among students. However, self-esteem may mediate the relationship between academic self-efficacy and depression symptoms. Studies of the relationship between academic self-efficacy, self-esteem, and depression symptoms among nursing students participating in blended learning are limited. Objectives: To examine the determinants of depression symptoms and the mediating effect of self-esteem on the relationship between academic self-efficacy and depression symptoms among nursing students who participate in blended learning. Design: Cross-sectional study using convenience sampling. Settings: Ten universities across five provinces and two major Indonesian islands. Participants: A total of 534 undergraduate nursing students with a mean age of 20.30 years (standard deviation, ±1.36 years). Methods: An online survey was conducted between April and August 2022 to collect data from 10 universities applying blended learning. The study instruments included the General Self-Efficacy Scale, Rosenberg Self-Esteem Scale, and a 9-item Patient Health Questionnaire. Data were analysed by hierarchical linear regression using PROCESS macro version 4.1. Results: Of the 534 participants, 213 (39.14 %) experienced moderate-to-severe depression symptoms. Two variables, online learning difficulties (ß = 0.10; p = .012) and self-esteem (ß = -0.40; p < .001), were significant determinants of depression symptoms. Self-esteem mediated the relationship between academic self-efficacy and depression symptoms. Conclusions: It is necessary to understand the online learning difficulties experienced by blended learning students and improve their self-esteem by maximising academic self-efficacy to prevent depression symptoms.

Impact of the internet on English language learning among university students: mediating role of academic self-efficacy.

The internet is a valuable resource in a technologically evolved society. The extant literature suggests that their scientific and educational usages are still limited. The current study asserts that the internet can provide new learning environments and opportunities for Chinese university students, hence increasing their motivation to learn. Particularly, the current study considers this to be the case for learning a foreign language (English), which leads to more efficient and effective language learning experiences, as well as more positive attitudes toward the efficiency of the internet for educational purposes. Purposive and convenience sampling techniques were employed to gather data from 15 public and private Chinese universities (406 students), those who are currently enrolled in English language courses. The analysis was performed using partial least squares-structural equation modeling (PLS-SEM) on smart PLS 4 software. Results revealed that student's attitude toward the use of internet positively and significantly influence English language learning. Moreover, the mediating variable academic self-efficacy positively and significantly mediates the relationship between students' attitude toward use of internet and English language learning. The current study recommends that students' academic self-efficacy in learning a new language can be enhanced by giving them opportunities to learn internet skills. Further, students' confidence in their academic abilities can be boosted using student-centered teaching strategies.

Technostress, Academic Self-Efficacy, and Resistance to Innovation: Buffering Roles of Knowledge Sharing Culture and Constructive Deviant Behavior.

Aim: Scholarly works have primarily found a negative relation between technostress and individual performance outcomes. Nevertheless, there needs to be more empirical research that casts light on the underlying causal mechanism. The current study hypothesizes that technostress affects students' resistance to innovation through the mediating role of academic self-efficacy. Further, the study proposes innovation as a salient goal as a meta-level moderator. To capture this factor, the study investigates constructive deviant behavior and knowledge sharing culture as the buffering agents stimulating these links. Methods: On a sample of 412 Chinese university students, the authors assess the structural model guided by the social cognitive theory to examine the predictive capability of the hypothesized relationships. Results: The study found that technostress diminishes students' self-efficacy, which in turn augments resistance to innovation. Besides, constructive deviant behavior and knowledge sharing culture significantly moderate the direct association between technostress and self-efficacy and the indirect relationship between technostress and self-efficacy and then resistance to innovation. Discussion: The study offers several meaningful theoretical and practical implications related to the critical role of technostress in deteriorating students' self-efficacy beliefs and enhancing resistance to innovation.

Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning.

With a sample of 651 university students experiencing emergency online learning during COVID-19, this study constructed a structural equation modelling to examine the effects of teacher support on students' academic achievement, with a particular focus on the mediating roles of academic self-efficacy and student engagement. The results show that teacher support had significant total influences on university students' academic achievement. Furthermore, academic self-efficacy and student engagement, respectively, mediated the effects of teacher support on students' academic achievement. In addition, academic self-efficacy and student engagement sequentially mediated the effects of teacher support on students' academic achievement. Research implications are also discussed.

Exploring the Relationship between Academic Challenge Stress and Self-Rated Creativity of Graduate Students: Mediating Effects and Heterogeneity Analysis of Academic Self-Efficacy and Resilience.

In the 21st century, creativity is a core competence and key thinking quality. Researchers and educators have been interested in exploring the effects of different stressors on individual creativity for decades. Using structural equation modeling and quantile regression, this study investigated the relationship between academic challenge stress and self-rated creativity of graduate students among 1210 Chinese graduate students. The study separately tested the mediating effect of resilience, the mediating effect of academic self-efficacy, and the chained mediating effect of both. This study analyzed the heterogeneity of the effects of academic challenge stress, academic self-efficacy, and resilience on self-rated creativity of different students. The research results showed that academic challenge stress had a direct positive effect on graduate students' self-rated creativity. The mediating effect of resilience and academic self-efficacy and the chain mediating effect were established. The quantile regression revealed a decreasing marginal benefit of academic challenge stress and resilience for self-rated creativity and an inverted U-shaped relationship between academic self-efficacy and self-rated creativity.

Grit and Academic Self-Efficacy as Serial Mediation in the Relationship Between Growth Mindset and Academic Delay of Gratification: A Cross-Sectional Study.

Purpose: With a growth mindset, individuals focus on the process of growth, actively seek challenges, recognise and accept failures, and apply more effort and monitor themselves to overcome difficulties. Doing so translates into excellent academic performance. However, it has not yet been fully clarified how growth mindset affects academic delay of gratification (ADG) and the mechanisms underlying their interactions. In this study, grit and academic self-efficacy were tested as mediating mechanisms between growth mindset and the ADG using a serial mediation effect model based on self-determination theory (SDT). Methods: A cross-sectional design was conducted with 759 Chinese junior high school students using the following tools: Growth Mindset Scale, Short Grit Scale, Academic Self-efficacy Scale, and Academic Delay of Gratification Scale. Hypotheses were tested using structural equation modeling. Results: The results showed that: (1) by gender and grade control, growth mindset indicated a positive significance in the prediction of ADG; (2) grit and academic self-efficacy played a mediating role in the influence of a growth mindset on the ADG. Grit and academic self-efficacy also have a serial mediation effect between growth mindset and ADG. Conclusion: The results showed that a growth mindset does not only directly affect the ADG but also indirectly affects it through grit and academic self-efficacy. Based on SDT, this study further revealed the potential mechanism of a growth mindset affecting the ADG. Furthermore, it provides practical guidance for the cultivation of ADG for junior high school students.

The effect of nursing students' perceptions of ARCS motivational teaching on their academic self-efficacy and attitudes towards learning: A structural equation modeling.

BACKGROUND: Nursing education is a curriculum that assists individuals to manage nursing practices in health, illness, and rehabilitation processes. The curriculum aims to train nurses who will work in healthcare systems. OBJECTIVE: This study was conducted to examine the effect of the perception of Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation-based teaching method on attitudes and academic self-efficacy of nursing students towards learning. DESIGN: A cross-sectional, correlational study. SETTINGS: This study was performed in the nursing department of a state university located in Elazig in the east of Türkiye. PARTICIPANTS: A total sample of nursing students (n = 344). METHODS: Data were collected using a personal information form, ARCS motivation theory-based teaching scale, academic self-efficacy scale and attitude towards learning scale. RESULTS: According to the research model, it was found that the perception of teaching with ARCS motivation positively and significantly affected the academic self-efficacy (ß = 0.301) and attitudes towards learning (ß = 0.242) of nursing students. In addition, their academic self-efficacy also had a positive and significant effect on their attitudes towards learning (ß = 0.289). The indirect effect of the perception of teaching with ARCS motivation on students' attitudes towards learning through their academic self-efficacy (ß = 0.087) was found to be positive and significant. The total effect of perception of teaching with ARCS motivation method on nursing students' attitudes towards learning (ß = 0.329) was found to be positive and significant. In the model, the perception of teaching with ARCS motivation method was found to explain 9 % of students' academic self-efficacy and the total of the model was found to explain 18 % of students' attitudes towards learning. Model fit indices values have been detected as; χ2/df = 2.16, RMSEA = 0.058, SRMR = 0.080, CFI = 0.821 and TLI = 0.814. CONCLUSIONS: It is seen that the perception of teaching with ARCS motivation supports the attitudes of nursing students towards learning. Moreover, it also shows that teaching with ARCS motivation positively affects the attitudes of students towards learning through their level of self-efficacy.

The Dynamic between Self-Efficacy and Emotional Exhaustion through Studyholism: Which Resources Could Be Helpful for University Students?

While university students have experienced increased stress, anxiety, and study obsession (studyholism) during the COVID-19 emergency, supportive university environments and academic self-efficacy (ASE) were found to be protective factors. However, the perception of overstudying could have impaired ASE's protection against studyholism, akin to workaholism. Following the job-demands resource model, this contribution examines the moderating roles of study load and teaching staff support in the relationship between ASE and exhaustion, mediated by studyholism. 6736 students from 11 universities (69.8% females; Mean age 24.67 years) completed a self-report survey concerning various academic and life aspects. Results showed that ASE was partially mediated by studyholism in its negative relationship with exhaustion. Both study load and support moderate this relationship, although the interaction effect between studyholism and ASE is positive. Nonetheless, ASE plays a protective role for all levels of study load and support, while studyholism is confirmed to have a significant impact on exhaustion, both directly and through its mediating role. Considering the high scores of both studyholism and exhaustion in this sample, the enhancement of ASE should be complemented by teacher support centered around opportunities to review study strategies with the students and strong attention to preventive measures, such as in itinerant evaluation, which could enhance both the perception of positive support and strengthen ASE.

Effect of Academic Self-Efficacy on Test Anxiety of Higher Vocational College Students: The Chain Mediating Effect.

Objective: This study aimed to investigate the impact of academic self-efficacy on test anxiety among higher vocational students, as well as the role of sense of life meaning, fear of failure, and gender difference in mediating this relationship. Methods: A total of 2231 higher vocational students from Shandong Province were surveyed by means of Academic Self-efficacy Questionnaire, Meaning in Life Questionnaire, and Test Anxiety Scale. Results: There were significant negative correlations among academic self-efficacy, sense of life meaning, and test anxiety. Fear of failure was positively correlated with test anxiety. Sense of life meaning and fear of failure played a mediating role in the relationship between academic self-efficacy and test anxiety. The chain mediating effect was significant only in the female group, not in the male group. In contrast, academic self-efficacy indirectly predicted test anxiety by the independent mediating effect of sense of life meaning or fear of failure in the male group. Conclusion: Academic self-efficacy may influence test anxiety through the independent mediating effect of sense of life meaning, fear of failure, and the chain mediating effect, and there is a gender difference in these effects.

The Structural Relationships among Academic Pressure, Independent Learning Ability, and Academic Self-Efficacy.

Background: The coronavirus disease pandemic has caused significant disruption in the field of education, resulting in the need for more online classes and a blended offline and online teaching model. Therefore, understanding what makes this model effective is important. Accordingly, this study explored the structural relationships among academic pressure, independent learning ability, and academic self-efficacy in a blended teaching environment during the pandemic and independent learning ability's mediating effect on the relationship between academic pressure and academic self-efficacy. Methods: Adopting a random sampling method, this study surveyed 761 Chinese college, Shaanxi Province, China in 2022 and university students. Factor analysis, correlation analysis, structural equation modeling, and path analysis were used to analyze the data. Results: The results show that the academic pressure faced by Chinese English majors had a significant negative impact on academic self-efficacy (P<0.001). However, academic pressure had no statistical effect on students' independent learning ability (P=0.317). Moreover, independent learning ability had a significant positive effect on academic self-efficacy (P<0.001) and a mediating effect on the relationship between academic pressure and academic self-efficacy (P=0.032). Conclusion: Independent learning ability can directly and indirectly affect academic self-efficacy. Thus, in an online and offline blended teaching model, teachers should guide students regarding self-exploration, communication, and cooperation based on existing knowledge and experience. They should also enable students to improve their learning process and independent learning ability. Various language learning situations should be established for learning English so that by experiencing success and failure, students can ultimately improve their academic self-efficacy.