Psychosocial profiles of university students’ emotional adjustment, perceived social support, self-efficacy belief, and foreign language anxiety during COVID-19

Wang, Chuang; Teng, Mark Feng; Liu, Shuwen

doi:10.1080/20590776.2021.2012085

Cited by 16 publications

(10 citation statements)

References 59 publications

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“…High adaptation led to a more positive self-efficacy belief and resulted in lower levels of anxiety among college students in China during the COVID-19 pandemic ( Wang C. et al, 2022 ). A study on two samples (Sample 1 = 340, Sample 2 = 547) of college students from Thailand ( Tolentino et al, 2019 ), a convenient sample of 358 participants from tertiary education institutions in Malaysia ( Al-Jubari et al, 2021 ), and an online cross-sectional survey on 667 graduates in Croatia ( Matijaš and Seršić, 2021 ) showed that adaptability had a positive relationship with self-efficacy in searching jobs.…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

The impacts of innovation capability and social adaptability on undergraduates’ employability: The role of self-efficacy

Pu²,

Liao³

2022

Front. Psychol.

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Introduction: As the world is consistently driven by the infusion of new-generation information technology and the knowledge economy, college students are placed under mounting pressure in developing occupation-related competencies. Their employability has been receiving growing concerns from stakeholders such as higher education institutions, governments, employers, parents, and even student groups themselves as it plays a decisive role in occupational success, social stability, and economic prosperity. Under the theoretical guidance of social cognitive theory, this study set out to investigate the cognitive and psychological mechanisms through which innovation capability, social adaptability, and self-efficacy influence the employability of college students. It also attempts to analyze the mediating role of self-efficacy in the relations between innovation capability, social adaptability, and employability which has been rarely studied in academia.Methods: A quantitative approach was employed in this study. Data was collected from 726 undergraduates from 9 higher education institutions in the mainland of China by questionnaire survey method. The research model showed a good fit (χ2/df=4.46, RMSEA=0.069, SRMR=0.049, GFI=0.934, CFI=0.965, NFI=0.955, TLI=0.955). Structural equation modeling (SEM) was applied to this study for data analysis.Results: The findings showed that innovation capability, social adaptability, and self-efficacy significantly and positively correlates with undergraduates’ employability. University students with stronger innovation capability, social adaptability, and self-efficacy tend to be more employable in the job market. Model 4 of SPSS PROCESS Macro revealed that self-efficacy played a mediating role in the correlation between innovation capability, social adaptability, and employability.Discussion: Undergraduates with higher levels of innovation capability and social adaptability are more confident in their abilities to take specific actions and achieve expected goals, which in turn intensifies their employability. The study suggests the possibility of improving undergraduates’ employability through positive interference of innovation capability, social adaptability, and self-efficacy in the era of information technology and knowledge-based economy.

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Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

The impacts of innovation capability and social adaptability on undergraduates’ employability: The role of self-efficacy

Pu²,

Liao³

2022

Front. Psychol.

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“…Because the quality of interpersonal relationships impacts an individual’s self-efficacy and anxiety levels, they develop greater confidence in their abilities when they receive support and recognition from others ( Huang et al, 2023 ). And by strengthening the interpersonal and social support of college students, their self-efficacy can be improved, and their anxiety levels can be reduced ( Wang et al, 2023 ). We found a close association between subjective exercise experience, interpersonal relationships, self-efficacy, and anxiety disorders, consistent with the results of this study.…”

Section: Discussionmentioning

confidence: 99%

The effect of subjective exercise experience on anxiety disorder in university freshmen: the chain-mediated role of self-efficacy and interpersonal relationship

Xiang,

Gao,

Gao

2024

Front. Psychol.

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BackgroundAnxiety disorder is a significant concern in the context of mental health among university students. This study aimed to examine the impact of subjective exercise experience on anxiety disorder in freshmen and verify the mediating role of self-efficacy and interpersonal relationships between them.MethodsA total of 1,308 Chinese freshmen underwent an investigation using the Subjective Exercise Experience Scale (SEES), Generalized Anxiety Disorder Scale (GAD-7), General Self-Efficacy Scale (GSES), and Interpersonal Relationship Comprehensive Diagnostic Scale (IRIDS).ResultsThe outcomes of this study are as follows: (1) Boys exhibited marginally greater performance in physical activity assessments compared to girls while displaying somewhat lower scores than girls in measures of anxiety disorders, self-efficacy, and interpersonal relationship tests. Of these, 63.39% were diagnosed with mild anxiety, 51.73% were diagnosed with moderate anxiety, and 10% were diagnosed with severe anxiety; (2) The subjective exercise experience had a significant negative correlation with an anxiety disorder (r = −0.36, p < 0.01), and the subjective exercise experience had a direct negative impact on anxiety disorder (β = −0.112, t = −11.776, p < 0.01). Furthermore, subjective exercise experience positively predicted self-efficacy (β = 0.125, t = 13.236, p < 0.01) and interpersonal relationship (β = 0.395, t = 12.359, p < 0.01). Self-efficacy had a substantial impact on interpersonal relationships (β = 0.724, t = 12.172, p < 0.01) and anxiety disorders (β = −0.148, t = −8.387, p < 0.01). Interpersonal relationships had a significant positive predictive effect on anxiety disorder (β = −0.081, t = −10.441, p < 0.01); (3) Self-efficacy and interpersonal relationships were identified as important mediators between subjective exercise experience and anxiety disorder. The intermediary effect accounted for 18.84% of the total effect. Specifically, subjective exercise had a direct impact on anxiety disorders through self-efficacy mediators (2.90%), interpersonal mediators (1.45%), and self-efficacy and interpersonal chain mediators (14.49%).ConclusionSubjective exercise experience has a significant positive predictive effect on university students’ self-efficacy, interpersonal relationships, and anxiety disorder. Moreover, self-efficacy and interpersonal interactions serve as intermediaries between subjective exercise experiences and anxiety disorders. These findings have immense importance in advancing the mental well-being of freshmen and serve as a theoretical foundation for formulating intervention strategies. However, the study had certain limitations, such as the specificity of the sample and the use of self-reported data. Further research could enhance the sample size and utilize various assessment techniques to validate these findings.

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“…Teacher autonomy support indirectly affects student academic self-efficacy through academic emotions [37]. Teacher emotional support affects the academic self-efficacy of students, and students become more confident when they feel emotional support from their teachers [38]. It has also been found that teacher emotional support is significantly and positively related to the raw academic self-efficacy of learners [39] and, from the results of existing studies, teacher support-as an external element-affects the academic self-efficacy of learners: the greater the impact of teacher support, the greater the impact on their academic self-efficacy.…”

Section: The Effect Of Teacher Support On Academic Self-efficacymentioning

confidence: 99%

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

Duan,

Zhao,

Zhang

et al. 2024

Sustainability

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Academic self-efficacy is an important condition to ensure learning effectiveness and improve the sustainability of online learning quality. The present study intended to examine the relationship among online teacher support, academic procrastination, and academic self-efficacy by employing a questionnaire survey and structural equation modeling in the online learning environment. We report on survey data from N = 827 college students from China. The results showed the following: that online teacher support and its emotional, cognitive, and autonomy support dimensions have significant positive effects on academic self-efficacy, and it can predict the academic self-efficacy of college students through the mediating effect of academic procrastination. Therefore, in order to enhance the academic self-efficacy of online learners, it is crucial to increase online teacher support, provide guidance and motivation to online learners, reduce academic procrastination, and improve the emotional, cognitive, and autonomy support perceived by students in online courses and learning activities. The findings contribute to the exploration of the impact and mechanism of online teacher support regarding the academic self-efficacy of learners, providing theoretical and empirical support for enhancing academic self-efficacy in online learning and the development of a sustainable quality of teaching.

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Psychosocial profiles of university students’ emotional adjustment, perceived social support, self-efficacy belief, and foreign language anxiety during COVID-19

Cited by 16 publications

References 59 publications

The impacts of innovation capability and social adaptability on undergraduates’ employability: The role of self-efficacy

The impacts of innovation capability and social adaptability on undergraduates’ employability: The role of self-efficacy

The effect of subjective exercise experience on anxiety disorder in university freshmen: the chain-mediated role of self-efficacy and interpersonal relationship

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

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