The Mediation Role of Peer Effects, Test Anxiety and Academic Motivation in Relationship Between Intelligence and Self Efficacy Among University Students

نوع المستند : المقالة الأصلية

المؤلفون

1 أستاذ علم النفس التربوي - كلية التربية- جامعة الزقازيق-مصر

2 أستاذ علم النفس التربوي، ومساعد العميد للشؤون الأكاديمية والأكاديمية المساندة - جامعة التقنية والعلوم التطبيقية (كلية التربية بالرستاق) - سلطنة عُمان

3 أستاذ علم النفس التربوي المساعد- كلية التربية – جامعة الزقازيق – مصر

المستخلص

The primary aim of this paper is to analyze the mediation role of peer effects, test anxiety, and academic motivation in the relationship between intelligence and self-efficacy among UTAS university students in Oman. A sample size (N = 477) of university students used as the study participants. Moreover, there were 150 males (31.4%) and 327 females (68.6%) in the participant ratios. This research used a deductive research approach to test the 4 study hypotheses. Self-efficacy was accessed using the General Self-Efficacy scale (GSES) tool. GSES measures self-efficacy’s self-perception to self-report questionnaires that respond to the hypothesis that analyzes the coping abilities of various research participants. The data was analyzed using SPSS and AMOS software to provide the output for the hypothesis testing. The four hypotheses were then analyzed using the SPSS AMOS software, the mediation phase of structuring equations. The interactions are as follows: academic motivation and intelligence (estimate = 0.182, S.E = 0.052, P-value = 0.00<0.05) and peer effects and test anxiety (estimate = 0.055, S.E = 0.023, P-value = 0.016>0.05). Thus, mediation has an objective role on peer effects, test anxiety and academic motivation in the connection between self-efficacy and intelligence among university students

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