Modeling the structural equations of academic adjustment based on academic self-efficacy mediated by emotional fatigue in students

Abstract

The aim of this study was to model the structural equations of academic adjustment based on academic self-efficacy mediated by emotional fatigue in students. The method of the present study is descriptive-correlational. The statistical population of the present study was all first and second year high school students in Ardabil in 2020. From this population, a sample of 250 people were selected by available sampling method according to Corona conditions and answered the questionnaires of academic adjustment, academic self-efficacy and emotional fatigue. The obtained data were analyzed using Pearson correlation coefficient tests and structural equation modeling using SPSS 25 and 8.8 Lisrel software. The results showed that academic adjustment had a positive relationship with the overall score of academic self-efficacy and a negative relationship with emotional fatigue. Emotional fatigue is also negatively correlated with the total score of academic self-efficacy (p <0.001). Practically, holding workshops to increase emotion management and academic self-efficacy is suggested by psychologists and counselors.

Keywords

• academic adjustment
• academic self-efficacy
• emotional fatigue
• students