Mediating effect of self-esteem on the relationship between academic self-efficacy and depression symptoms among nursing students participating in blended learning

Achmad, Bayu Fandhi; Fitriawan, Akbar Satria; Kurniawan, Dedi; Chen, Hsing-Mei

doi:10.1016/j.heliyon.2023.e22526

Cited by 4 publications

(3 citation statements)

References 48 publications

(68 reference statements)

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“…In addition, there are also studies that supported the above findings such as Rama and Sarada (2017), Sahay (2020), Singh (2018), Srinivasan and Pugalenthi (2020) who also reported that teacher competence significantly predicted self-esteem. On the other hand, the findings revealed that self-esteem partially mediated the link between teacher competence and engagement such as, Gebresilase and Zhao (2023), Huang et al (2022), Li et al (2022), Chang et al (2022), Achmad et al (2023), Kim et al (2017), Liu et al (2023) whose findings revealed that self-esteem mediated the link between teacher competence and engagement. Since the findings are in line with the majority of researchers, it can be inferred that self-esteem partially mediated the link between teacher competence and engagement.…”

Section: Discussionmentioning

confidence: 96%

“…Self-esteem has been considered as the mediator of teacher engagement because teachers feel engaged when they exhibit a high level of selfesteem (Pathardikar et al, 2022). Researchers (Gebresilase & Zhao, 2023;Huang et al, 2022;Li et al, 2022;Pathardikar & Srivastava, 2022;Mai, 2016;Chang et al, 2022;Achmad et al, 2023;Kim et al, 2017;Liu et al, 2023) tried to use selfesteem to mediate the relationship between teacher competence and engagement in their investigations. However, conceptual and population gaps emerged from the above investigations.…”

Section: Teacher Competence Self-esteem and Engagementmentioning

confidence: 99%

“…For instance, studies (Liu et al, 2023& Mai, 2016 did not use self-esteem as the mediating variable in their investigations, even the study by Kim et al (2017) that used esteem as the mediator variable, mediated the link between students' perception and teacher competencies hence, there emerged the conceptual gap. Further, all the studies above were conducted outside the context of Ugandan primary schools, while others such as (Achmad et al, 2023;Pathardikar & Srivastava, 2022) were done outside the context of primary schools. Therefore, there emerged the population gap.…”

Section: Teacher Competence Self-esteem and Engagementmentioning

confidence: 99%

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Impact of Competency and Self-esteem on the Teacher Engagement at Jinja City Primary Schools, Uganda

Bamusibule,

Kato,

Mugizi

et al. 2024

East Afr. j. educ. stud.

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The study examined the relationship between teacher competence and engagement in Jinja city, mediated by self-esteem. Specifically, the study tested the influence of teacher competence on engagement and self-esteem, the influence of self-esteem on engagement, and the mediating effect of self-esteem on the relationship between teacher competence and engagement. Based on the three-component model by Khan (1990), engagement was studied in terms of vigour, dedication, and absorption. The study adopted a cross-sectional research design on a sample of 196 teachers in Jinja city. The study adopted a self-administered questionnaire to collect the data. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that teacher competence negatively and insignificantly influenced engagement, while teacher competence positively but insignificantly influenced self-esteem and self-esteem positively and significantly influenced engagement. The results also revealed that self-esteem partially mediated the relationship between teacher competence on engagement. The study concluded that while self-esteem is imperative for teacher engagement, teacher competence did not promote engagement and self-esteem. Therefore, it was recommended that to boost teacher engagement school administrators in Jinja City should promote teacher self-esteem compared to teacher competence

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Section: Discussionmentioning

confidence: 96%

Section: Teacher Competence Self-esteem and Engagementmentioning

confidence: 99%

Section: Teacher Competence Self-esteem and Engagementmentioning

confidence: 99%

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Impact of Competency and Self-esteem on the Teacher Engagement at Jinja City Primary Schools, Uganda

Bamusibule,

Kato,

Mugizi

et al. 2024

East Afr. j. educ. stud.

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Self-esteem as a predictor of anxiety and academic self-efficacy among Chinese university students: a cross-lagged analysis

Cao,

Liu

2024

Curr Psychol

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Predictors of suicidal behaviors among school-going adolescents: a cross sectional study in Indonesia

Kurniawan,

Fitriawan,

Susanti

et al. 2024

Middle East Curr Psychiatry

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Background Adolescents are a high-risk age group for committing suicide, and the risk substantially increases from early to late adolescence. Adolescence also serves as critical time period for early detection and intervention to prevent suicidal behaviors. This study aimed to assess the prevalence of suicidality and identify significant predictors of suicidality among adolescents. Methods A cross-sectional observational study was conducted between January-December 2023. Adolescents aged 14–18 years old (n = 2317) were consecutively recruited from 15 high schools across four provinces on Java Island in Indonesia. Self-reported validated instruments in Indonesian were used to assess sociodemographic profiles, self-esteem (RSES), hopelessness (BHS), loneliness (ULS-3), perceived social support (MSPSS), depression (PHQ-9), resilience (CD-RISC-10), suicidality (SBQ-R). With adjusted odds ratio (AOR) and 95% confidence interval (CI), binary logistic regression analysis was used to determine significant predictors of suicidality. Results The prevalence of lifetime suicide ideation was 26.5%, lifetime suicide plans were 18.2%, lifetime suicide threat was 14.1%, and lifetime suicide attempt was 4.4%. The prevalence of 12-month suicide ideation was 43.1%. The following variables were identified and significantly associated with suicidality (p < 0.05): female students (AOR = 1.912; 95%CI:1.507–2.425), chronic illness (AOR = 2.886; 95%CI:1.545–5.389), low resilience (AOR = 1.347; 95%CI:1.036–1.750), low self-esteem (AOR = 2.020; 95%CI:1.578–2.585), low family support (AOR = 3.532; 95%CI:2.486–5.017), loneliness (AOR = 1.611; 95%CI:1.211–2.143), depression (AOR = 4.882; 95%CI = 3.861–6.175), and hopelessness (AOR = 1.602; 95%CI:1.154–2.224). Nagelkerke R square was 0.364 indicating the regression model explained 36.4% of variance in suicidality. Conclusions Our study revealed several significant predictors of suicidality among adolescents which can be targeted to develop suicide prevention strategies.

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Mediating effect of self-esteem on the relationship between academic self-efficacy and depression symptoms among nursing students participating in blended learning

Cited by 4 publications

References 48 publications

Impact of Competency and Self-esteem on the Teacher Engagement at Jinja City Primary Schools, Uganda

Impact of Competency and Self-esteem on the Teacher Engagement at Jinja City Primary Schools, Uganda

Self-esteem as a predictor of anxiety and academic self-efficacy among Chinese university students: a cross-lagged analysis

Predictors of suicidal behaviors among school-going adolescents: a cross sectional study in Indonesia

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