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...

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Detalhes bibliográficos
Autores: Lera Rodríguez, María José, León Pérez, José María, Ruiz Zorrilla, Paula
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Recursos:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/140334
Acesso em linha:https://hdl.handle.net/11441/140334
https://doi.org/10.1007/s12144-022-03266-w
Access Level:acceso abierto
Palavra-chave:Academic performance
Efective educational practices
Self-efcacy beliefs
Students’ self-efcacy
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spelling Effective Educational Practices and Students' Well-being: The Mediating Role of Students' Self-efficacyLera Rodríguez, María JoséLeón Pérez, José MaríaRuiz Zorrilla, PaulaAcademic performanceEfective educational practicesSelf-efcacy beliefsStudents’ self-efcacyEffective 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.SpringerPsicología Evolutiva y de la EducaciónPsicología Social2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/140334https://doi.org/10.1007/s12144-022-03266-wreponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésCurrent Psychology.info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1403342026-06-17T12:51:07Z
dc.title.none.fl_str_mv Effective Educational Practices and Students' Well-being: The Mediating Role of Students' Self-efficacy
title Effective Educational Practices and Students' Well-being: The Mediating Role of Students' Self-efficacy
spellingShingle Effective Educational Practices and Students' Well-being: The Mediating Role of Students' Self-efficacy
Lera Rodríguez, María José
Academic performance
Efective educational practices
Self-efcacy beliefs
Students’ self-efcacy
title_short Effective Educational Practices and Students' Well-being: The Mediating Role of Students' Self-efficacy
title_full Effective Educational Practices and Students' Well-being: The Mediating Role of Students' Self-efficacy
title_fullStr Effective Educational Practices and Students' Well-being: The Mediating Role of Students' Self-efficacy
title_full_unstemmed Effective Educational Practices and Students' Well-being: The Mediating Role of Students' Self-efficacy
title_sort Effective Educational Practices and Students' Well-being: The Mediating Role of Students' Self-efficacy
dc.creator.none.fl_str_mv Lera Rodríguez, María José
León Pérez, José María
Ruiz Zorrilla, Paula
author Lera Rodríguez, María José
author_facet Lera Rodríguez, María José
León Pérez, José María
Ruiz Zorrilla, Paula
author_role author
author2 León Pérez, José María
Ruiz Zorrilla, Paula
author2_role author
author
dc.contributor.none.fl_str_mv Psicología Evolutiva y de la Educación
Psicología Social
dc.subject.none.fl_str_mv Academic performance
Efective educational practices
Self-efcacy beliefs
Students’ self-efcacy
topic Academic performance
Efective educational practices
Self-efcacy beliefs
Students’ self-efcacy
description 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.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/140334
https://doi.org/10.1007/s12144-022-03266-w
url https://hdl.handle.net/11441/140334
https://doi.org/10.1007/s12144-022-03266-w
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Current Psychology.
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,198674

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