Structural model of academic engagement, rumination and cognitive-behavioral avoidance: Mediating role of self-efficacy

Abstract

Objective: The current study aimed to examine the structural model of the dimensions of academic engagement with rumination and cognitive-behavioral avoidance mediated by self-efficacy in high school students of Marvdasht (Iran). Methods: The present study is applied research according to its purpose and based on its nature, it is a correlational study using structural equation modeling method. The population included all female high school students in Marvdasht in 2022. The sampling method was a multi-stage cluster in which 300 people were selected. The Sherer's Genenal Self-Efficacy Scale (SGSES), Ottenbreit & Dobson's Cognitive Behavioral Avoidance Scale, Nolen-Hoeksema's Rumination Scale and Shuffle and Becker Academic Participation Scale. Results: Results showed that academic engagement has a significant relationship with rumination and cognitive-behavioral avoidance. Also, rumination and cognitive-behavioral avoidance based on the mediating role of self-efficacy were able to predict academic engagement. According to the fit indices, the final model showed a good fit to the data. Conclusions: Recognizing the pivotal role of self-efficacy as a mediator underscores the significance of interventions aimed at strengthening students' belief in their abilities. This holistic approach to student support can lead to improved academic engagement and mental well-being, ultimately benefiting both individual students and the broader educational community.

Keywords

• self-efficacy
• cognitive-behavioral avoidance
• rumination
• academic engagement