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The aim of the present research was to examine the relationship between self-efficacy in mathematics, computer science and engineering students’ academic performance. This research was applied and descriptived and correlational. The population of this research includes all engineering students of Isfahan University of Technology in the academic year 1402-1401 and multi-stage cluster sampling method. Questionnaires used to collect information include mathematical self-efficacy questionnaire (MSES), Murphy, Kuro and Owen self-efficacy questionnaire and Henderson Questionnaire were used to measure science self-efficacy. The validity and reliability of this questionnaire has been confirmed in past researches. In this research, the validity of these questionnaires has been checked and confirmed by subject experts, and its reliability has been confirmed by Cronbach’s alpha. The data obtained from the questionnaires were used by means of descriptive statistics such as mean and standard deviation and inferential statistics such as Pearson correlation and multiple regression. The results of the data analysis indicated that having self-efficacy in mathematics and computers can predict academic performance and science has a correlation with academic performance. Meanwhile, mathematics self-efficacy has the greatest power to explain mathematics performance, followed by computer and science self-efficacy, which has the power to explain the academic performance of undergraduate engineering students.

Background: To examine the relationships among perceived teacher support, academic emotions, and academic self-efficacy among junior high school students. Methods: A survey was distributed to 376 junior high students, utilizing scales for perceived teacher support, adolescent academic emotions, and self-efficacy. Data analysis included descriptive, correlation, and linear regression methods in SPSS 27.0, with mediation effects assessed using the PROCESS macro. Results: (1) Students’ perceived teacher support significantly and positively predicted academic self-efficacy (β = 0.22, t = 6.07, p < 0.001). (2) positive academic emotions (β = 0.44, t = 10.68, p < 0.001) and negative academic emotions (β = −0.32, t = −8.23, p < 0.001) independently mediated the relationship between perceived teacher support and students’ academic self-efficacy. (3) The mediating effect of positive academic emotions (effect size = 0.21) between perceived teacher support and academic competence self-efficacy was significantly greater than that of negative academic emotions (effect size = 0.05). However, the mediating effects of positive academic emotions (effect size = 0.11) and negative academic emotions (effect size = 0.06) on the relationship between perceived teacher support and academic behavior self-efficacy did not significantly differ. Conclusions: Perceived teacher support directly enhanced academic self-efficacy both directly and indirectly through academic emotions, with positive academic emotions offering a more effective pathway than negative emotions.

The collegiate environment represents a pivotal developmental phase for students, wherein their cognition, emotions, and behaviors are influenced by interactions with educators and peers. In this study, we examined the associations between college students' interpersonal relationships and their psychological well-being, as well as the mediating role of academic selfefficacy in these relationships. Utilizing structural equation modeling to analyze data obtained from 309 students at a Chinese university, the results revealed that the students' relationships with parents, peers, and teachers were positively related to the psychological well-being of the students, with academic selfefficacy serving as a mediator in these relationships. This research underscores the importance of interpersonal relationships and academic self-efficacy in shaping students' psychological well-being. In light of these results, recommendations are proposed for the implementation of interventions at educational institutions aimed at enhancing the psychological well-being of students.

The objective of this study was to examine the psychometric properties of the Chinese version of the Academic Self-Efficacy Scale (ASES-C) and confirm its measurement invariance across gender identities. In this study, 502 university students (29.68% male, 70.32% female) with a mean age of 19.93 years (SD = 1.64) voluntarily participated. The Academic Self-Efficacy Scale (ASE) was utilized as a unidimensional measure of students' learning efficacy. The English version of ASES was translated into Chinese using a forward-backward translation procedure. Confirmatory factor analysis (CFA) and invariance testing were conducted with the single-factor model of ASES. Composite reliability (CR) and internal consistency were calculated based on Cronbach's alpha. Upon re-specification of the model, CFA results for the hypothesized single-factor model with eight items indicated an acceptable fit (CFI = 0.959, TLI = 0.943, SRMR = 0.036, RMSEA = 0.065). Cronbach's alpha and CR values were 0.785 and 0.880, respectively. Multi-group CFA results demonstrated measurement equivalence for the Chinese version of ASES across gender identities. The findings supported the measurement invariance of ASES-C for both male and female participants. The ASES-C, consisting of one factor and eight items, is a reliable instrument for assessing Chinese university students' self-efficacy in learning. Furthermore, it is suitable for making meaningful comparisons across gender identities.

Adolescents academic success is shaped by resilience, emotion regulation, and social support, yet cross‐cultural differences in these processes remain underexplored. This study investigated the latent mediating effect among psychological resilience, emotion regulation, academic self‐efficacy, and perceived social support in Chinese and Ghanaian adolescents. Using multigroup structural equation modeling (MSEM) with a sample of 2000 participants, the study tested hypotheses on measurement invariance, structural associations, mediation, and moderated mediation. Results from measurement invariance tests confirmed that the constructs were comparable across groups, with good fit indices (CFI ≥ 0.90, RMSEA ≤ 0.07) supporting configural, metric, and scalar invariance. Structural path analyses revealed significant positive associations among all constructs, with effects generally stronger among Chinese adolescents. It was found that the relationship between resilience and emotion regulation was higher in China than in Ghana. Mediation analyses further indicated that emotion regulation and social support transmitted the influence of resilience on academic self‐efficacy, with single mediators explaining 20%–28% of the variance and the total indirect effect accounting for 48%. Emotion regulation emerged as the strongest mediator. Moderated mediation analyses showed that these pathways were more pronounced in China (total indirect effect: B = 0.37 vs. 0.20; index = 0.17, 95% CI = [0.07, 0.29], p < 0.01), reflecting cultural emphases on emotional control, academic diligence, and structured social networks. Findings highlight the importance of considering cultural context in adolescent development research. Contextually relevant psychological and educational interventions are recommended to strengthen resilience, emotion regulation, and support systems in both China and Ghana.

Objectives Academic self‐efficacy (ASE), as well as self (SA) and peer assessment (PA), is associated with the subjective judgements of the individual. The correlation among these concepts merits further research. This study aims to examine the correlation between nursing students' attitudes towards ASE and SA and PA. Design This is a correlational cross‐sectional study. Methods The sample consisted of 1401 nursing students from five universities in Istanbul, Turkey. The study employed the proportional quota sampling method. The data were collected using a Personal Information Form, View Scale for Peer and Self‐Assessment and ASE Scale. Descriptive statistics and multiple linear regression model (stepwise) tests were used to analyse the data. Results Descriptive statistics revealed that 82.2% of the participants were female and their Academic Grade Point Average was 3.00 ± 0.48. As a result of the regression analysis, it was determined that students' age, gender, perception of academic achievement, status of receiving PA training and attitudes towards doing PA and self‐assessment significantly predicted their ASE score. Conclusions Students' ASE was found to be medium‐level, their attitudes towards peer and self‐assessment were high and SA and PA attitudes was associated with ASE. Patient or Public Contribution A total of 1401 undergraduate nursing students from five undergraduate universities participated in the study and responded to questions on ASE, peer assessment, self assessment, etc.

BACKGROUND AND AIM:Critical thinking fills the gap between theoretical and clinical teaching and increases the power of clinical decision-making. WebQuest is an innovative, learner-centered, and effort-driven learning approach that uses computer technology to engage and motivate learners. In WebQuest, learners are compelled to use the latest information available on the web as a tool to promote higher levels of thinking. However, we did not find a study that used WebQuest to improve students' critical thinking and academic self-efficacy. The aim of this study will be to investigate the effect of WebQuest-based education on the critical thinking of midwifery students.MATERIALS AND METHODS:This superiority randomized, controlled crossover trial will be carried out among fifth-semester undergraduate midwifery students. Participants will be allocated to one of two event groups (A and B) using block randomization. In the first sequence (FS) (four weeks) of study, both groups will simultaneously attend two different education groups (WebQuest and traditional). During the FS, WebQuest will be used to teach group A participants, while group B participants will be treated as the control group (CG) and be taught using a traditional presentation. In the second sequence (SS), the interventions will be crossed over. Participants in both groups will complete the sociodemographic questionnaire, the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), and the Academic Self-Efficacy Beliefs Questionnaire (ASEBQ) once before the first sequence of the study, during the washout period, and at the end of the second sequence of the study. The teaching satisfaction questionnaire will be completed at the end of the study.DISCUSSION:The results of this study can be used as a basis for teaching midwifery students using WebQuest as a new teaching method.

The European Language Portfolio (ELP) is an alternative assessment used in foreign language classes throughout Europe to support and record language learning. Directly linked to the Common European Framework of Reference for Languages (Council of Europe, 2001) proficiency guidelines, it is designed to achieve an ambitious dual goal: document students' skills and foster self-regulated learners. The question remains whether the ELP accomplishes its desired effect. To investigate it, the researcher employed an embedded mixed methods design in Saxony, Germany, comprising a total of 575 students in 28 classes with 19 teachers in 6 schools. In a preliminary two-group quasi-experimental phase, students using the ELP (n = 318) reported higher mastery goal orientation, task value, academic self-efficacy, self-regulatory efficacy, and instructor evaluations. The ELP's effect increased with its frequency of use. Investigation into teachers' pedagogical beliefs revealed no statistical difference, strengthening the attribution of the results to ELP use. To reveal a more complete understanding of the ELP's effect, semi-structured interviews investigating student and teacher perception of the ELP were conducted with a purposefully selected subgroup of participants using the ELP. Interviews included open-ended prompts designed to illustrate the quantitative results. This study provides strong empirical evidence supporting the claim that the ELP accomplishes its pedagogical purpose. (Verlag).

This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the mediating role of self-determined motivation and academic self-efficacy and establishing whether the role of teachers and parents varies over time. A total of 419 adolescents—201 males (48%) and 218 females (52%), M age = 14.34 years ( SD = .90)—attending at T1 the ninth grade of schooling participated in the study. The questionnaires were administered three times over three years in February 2016 (T1), February 2017 (T2), and February 2018 (T3). Specifically, at T1, the students answered questionnaires regarding parental monitoring and teacher support. At T2 and T3, the students completed questionnaires about self-determined motivation and academic self-efficacy. At the end of each school year, in June 2017 (T2b) and June 2018 (T3b), the teachers’ assessments of the students’ academic performance expressed in school marks were collected. A structural equation model was used to test the hypothesised longitudinal relations between the study variables. The results showed that teacher support and parental monitoring directly and positively affected motivation and self-efficacy over time, which, in turn, impacted academic performance positively. The results also indicated that teacher support and parental monitoring indirectly affected academic performance over time through the mediation of motivation and self-efficacy and that the parents’ influence was highest on motivation, while the teachers’ influence was highest on self-efficacy. These results suggest the importance of implementing interventions aimed at enhancing parental monitoring and teacher support to improve students’ academic performance.

Recognition of the factors affecting the medical students’ academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effects of metacognitive learning strategies and learning-related emotions in the relationship between academic self-efficacy with academic performance in medical students. Methods The present study was carried out on 279 students of medicine studying at Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3. Results The results of structural equation modeling revealed that the students’ self-efficacy has an impact on their learning-related emotions and metacognitive learning strategies, and these, in turn, affect the students’ academic performance. Moreover, learning-related emotions influence the metacognitive learning strategies, which in turn mediate the effect of emotions on academic performance. Discussion The results of this study revealed that metacognitive strategies and learning-related emotions could play a mediating role in the relationship between students’ self-efficacy and academic performance.