Effective Educational Practices and Students' Well-being: The Mediating Role of Students' Self-efficacy
Effective educational practices aim to promote students’ academic achievement; however, they also have an impact on students’ well-being which is a growing topic of interest in educational research. In a sample of 2242 students (5th to 10th grades) nested in 104 classrooms from Spanish schools, we h...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/140334 |
| Acceso en línea: | https://hdl.handle.net/11441/140334 https://doi.org/10.1007/s12144-022-03266-w |
| Access Level: | acceso abierto |
| Palabra clave: | Academic performance Efective educational practices Self-efcacy beliefs Students’ self-efcacy |
| Sumario: | Effective educational practices aim to promote students’ academic achievement; however, they also have an impact on students’ well-being which is a growing topic of interest in educational research. In a sample of 2242 students (5th to 10th grades) nested in 104 classrooms from Spanish schools, we have tested the mediating role of students’ self-efficacy on the relationship between effective educational practices and both students’ well-being and academic performance. Analyses were run at student and class levels, by performing a multilevel mediation structural equation model with cross-sectional data. Results supported a partial mediation model at the individual level, in which effective educational practices had a direct and indirect effect on students’ well-being, and indirect effect on academic performance in math and language through self-efficacy. At the group level, results support a full mediation model of the effect of effective educational practices in class well-being and in class math performance (but not in language), mediated by the group mean of self-efficacy. These findings suggest the importance of educational practices in increasing self-efficacy beliefs on their students, as a source to increase students’ well-being and academic performance. |
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