Scholarlink

Introduction <p>Academic success is influenced by various individual, environmental, and organizational factors. Among individual factors, responsibility plays a crucial role in students’ academic achievement. However, responsibility alone may not be sufficient to ensure success; academic self-efficacy, the belief in one’s ability to succeed academically, can serve as a mediating factor in this relationship. The present study aimed to investigate the role of academic self-efficacy in the relationship between responsibility and academic success among students at Sirjan School of Medical Sciences, located in South Iran.</p> Methods <p>This cross-sectional study was conducted on 365 students at Sirjan School of Medical Sciences during the first semester of the 2024–2025 academic year. Participants were selected using proportionate stratified random sampling. Inclusion criteria were enrollment in the first semester and willingness to participate; students using psychiatric medications or with neurological disorders were excluded. Data collection tools included the Glenn and Nelson Responsibility Questionnaire, the Pham and Taylor Academic Success Questionnaire, and the Morgan and Jinks Academic Self-Efficacy Scale. Data were analyzed using descriptive statistics, Pearson correlation, independent t-tests, one-way ANOVA, and structural equation modeling (SEM).</p> Results <p>The results of structural equation modeling indicated that academic self-efficacy significantly mediated the relationship between responsibility and academic success. The direct effect of responsibility on academic self-efficacy was significant (β = 0.48, SE = 0.05, t = 9.60, 95% CI [0.39, 0.57], <i>p</i> &lt; 0.001, f² = 0.32) as was the effect of academic self-efficacy on academic success (β = 0.52, SE = 0.05, t = 10.40, 95% CI [0.43, 0.61], <i>p</i> &lt; 0.001, f² = 0.36). When academic self-efficacy was included in the model, the direct effect of responsibility on academic success decreased but remained significant (β = 0.21, SE = 0.10, t = 2.10, 95% CI [0.02, 0.40], <i>p</i> = 0.03, f² = 0.05), indicating a partial mediating role. This suggests that responsibility influences academic success both directly and indirectly through self-efficacy.</p> Conclusion <p>Responsibility and academic self-efficacy are key predictors of academic success among school students. Strengthening students’ sense of responsibility and enhancing their academic self-efficacy can improve their academic performance. Educational policymakers and university administrators should consider strategies to develop these traits through curriculum design, counseling programs, and student support services. Given the study’s cross-sectional design, future longitudinal research is warranted to confirm causal relationships.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Exploring the mediating role of academic self-efficacy between responsibility and academic success: a cross-sectional study at Sirjan school of medical sciences, Iran

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月24日

查看全文
  • Reza Sadeghi,
  • Amin Beigzadeh,
  • Shima Bordbar,
  • Ali Reza Yusefi

摘要

Introduction

Academic success is influenced by various individual, environmental, and organizational factors. Among individual factors, responsibility plays a crucial role in students’ academic achievement. However, responsibility alone may not be sufficient to ensure success; academic self-efficacy, the belief in one’s ability to succeed academically, can serve as a mediating factor in this relationship. The present study aimed to investigate the role of academic self-efficacy in the relationship between responsibility and academic success among students at Sirjan School of Medical Sciences, located in South Iran.

Methods

This cross-sectional study was conducted on 365 students at Sirjan School of Medical Sciences during the first semester of the 2024–2025 academic year. Participants were selected using proportionate stratified random sampling. Inclusion criteria were enrollment in the first semester and willingness to participate; students using psychiatric medications or with neurological disorders were excluded. Data collection tools included the Glenn and Nelson Responsibility Questionnaire, the Pham and Taylor Academic Success Questionnaire, and the Morgan and Jinks Academic Self-Efficacy Scale. Data were analyzed using descriptive statistics, Pearson correlation, independent t-tests, one-way ANOVA, and structural equation modeling (SEM).

Results

The results of structural equation modeling indicated that academic self-efficacy significantly mediated the relationship between responsibility and academic success. The direct effect of responsibility on academic self-efficacy was significant (β = 0.48, SE = 0.05, t = 9.60, 95% CI [0.39, 0.57], p < 0.001, f² = 0.32) as was the effect of academic self-efficacy on academic success (β = 0.52, SE = 0.05, t = 10.40, 95% CI [0.43, 0.61], p < 0.001, f² = 0.36). When academic self-efficacy was included in the model, the direct effect of responsibility on academic success decreased but remained significant (β = 0.21, SE = 0.10, t = 2.10, 95% CI [0.02, 0.40], p = 0.03, f² = 0.05), indicating a partial mediating role. This suggests that responsibility influences academic success both directly and indirectly through self-efficacy.

Conclusion

Responsibility and academic self-efficacy are key predictors of academic success among school students. Strengthening students’ sense of responsibility and enhancing their academic self-efficacy can improve their academic performance. Educational policymakers and university administrators should consider strategies to develop these traits through curriculum design, counseling programs, and student support services. Given the study’s cross-sectional design, future longitudinal research is warranted to confirm causal relationships.