Volume 14 -
mededj 2025, 14 - : 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Jafari S, Taheri S. Modeling the Mediating Role of Academic Self-Efficacy in the Relationship Between Growth Mindset, Psychological Well-being, and Academic Engagement in Students of Islamic Azad University, Ahvaz Branch. mededj 2025; 14
URL: http://mededj.ir/article-1-554-en.html
URL: http://mededj.ir/article-1-554-en.html
Department of Educational Governance and Human Resources, Ahv.C., Islamic Azad University Ahvaz, Iran.
Abstract: (7 Views)
Background and Objective: Enhancing students’ learning productivity requires high levels of academic engagement and psychological well-being. Growth mindset and academic self-efficacy are key psychological factors that can significantly influence these outcomes. The present study aimed to investigate the mediating role of academic self-efficacy in the relationship between growth mindset and psychological well-being and academic engagement among students at the Islamic Azad University, Ahvaz Branch.
Methods: This descriptive study, based on structural equation modeling, was conducted as a cross-sectional survey. The statistical population consisted of all nursing and midwifery students of the university (N = 1004) in the academic year 2023–2024. A sample of 278 students was selected, and data were collected using standard instruments: Dweck’s Growth Mindset Scale, Reeve’s Academic Engagement Scale, the short form of Ryff’s Psychological Well-Being Scale, and the Jinks & Morgan Academic Self-Efficacy Questionnaire. Data analysis was performed using SPSS and PLS version 18 at both descriptive and inferential levels.
Findings: Of the 278 participants, 200 (71.92%) were female and 78 (28.08%) were male. Findings indicated that a growth mindset had both direct and indirect (via academic self-efficacy) effects on psychological well-being (total effect = 5.93; mediation effect = 0.66) and academic engagement (total effect = 3.97; mediation effect = 0.50). These results confirm that academic self-efficacy plays a significant mediating role in strengthening the impact of growth mindset on academic and psychological outcomes.
Conclusions: Growth mindset was found to have a significant relationship with academic engagement and psychological well-being, both directly and through the mediating effect of academic self-efficacy. Students with higher levels of growth mindset tend to report greater academic self-efficacy, which in turn enhances their engagement and psychological well-being. It is therefore recommended that universities design and implement educational programs aimed at fostering a growth mindset and improving academic self-efficacy among students.
Methods: This descriptive study, based on structural equation modeling, was conducted as a cross-sectional survey. The statistical population consisted of all nursing and midwifery students of the university (N = 1004) in the academic year 2023–2024. A sample of 278 students was selected, and data were collected using standard instruments: Dweck’s Growth Mindset Scale, Reeve’s Academic Engagement Scale, the short form of Ryff’s Psychological Well-Being Scale, and the Jinks & Morgan Academic Self-Efficacy Questionnaire. Data analysis was performed using SPSS and PLS version 18 at both descriptive and inferential levels.
Findings: Of the 278 participants, 200 (71.92%) were female and 78 (28.08%) were male. Findings indicated that a growth mindset had both direct and indirect (via academic self-efficacy) effects on psychological well-being (total effect = 5.93; mediation effect = 0.66) and academic engagement (total effect = 3.97; mediation effect = 0.50). These results confirm that academic self-efficacy plays a significant mediating role in strengthening the impact of growth mindset on academic and psychological outcomes.
Conclusions: Growth mindset was found to have a significant relationship with academic engagement and psychological well-being, both directly and through the mediating effect of academic self-efficacy. Students with higher levels of growth mindset tend to report greater academic self-efficacy, which in turn enhances their engagement and psychological well-being. It is therefore recommended that universities design and implement educational programs aimed at fostering a growth mindset and improving academic self-efficacy among students.
Type of Study: Research |
Subject:
Special
Received: 2025/08/18 | Accepted: 2025/12/6 | Published: 2025/04/4
Received: 2025/08/18 | Accepted: 2025/12/6 | Published: 2025/04/4
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)