D. Yupanqui-Lorenzo, E. Olivera-Carhuaz, Antonio A. Reynaga Alponte, Víctor Pulido-Capurro, C. Carbajal-León, Manuel Antonio Cardoza Sernaqué
{"title":"工科学生学业自我效能感的解释模型:焦虑、恶劣心境和负面情绪的作用","authors":"D. Yupanqui-Lorenzo, E. Olivera-Carhuaz, Antonio A. Reynaga Alponte, Víctor Pulido-Capurro, C. Carbajal-León, Manuel Antonio Cardoza Sernaqué","doi":"10.3991/ijep.v13i5.38577","DOIUrl":null,"url":null,"abstract":"Students in engineering tend to be loners, making interpersonal relationships and mental health issues more likely to arise. The COVID pandemic caused university students to experience anxiety and depression, which affected their academic performance and self-esteem. However, students’ mental health was rarely evaluated after the pandemic, especially engineering students, who showed higher levels of depression than students from other disciplines. The present study aims to establish an explanatory model of academic self-efficacy based on factors related to mental health, such as anxiety, depression, and negative emotions. The method used was quantitative cross-sectional, and a structural equation modeling was used. A sample of 561 students (54.4% males and 45.6% females) was analyzed. Instruments to measure self-efficacy, negative affect, depression, and anxiety, previously validated and with adequate reliability, were applied. The results showed that a state of anxiety affects academic self-efficacy negatively and directly; depression and negative affect indirectly affect academic self-efficacy mediated by a state of anxiety. These results show that a student with depression problems and a predominance of negative emotions is vulnerable to present anxiety in an academic setting. This anxiety causes his efficacy beliefs to decrease. As a result, he does not feel capable of facing academic challenges.","PeriodicalId":45481,"journal":{"name":"International Journal of Engineering Pedagogy","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Explanatory Model on Academic Self-Efficacy in Engineering Students: Role of Anxiety, Dysthymia, and Negative Affect\",\"authors\":\"D. Yupanqui-Lorenzo, E. Olivera-Carhuaz, Antonio A. Reynaga Alponte, Víctor Pulido-Capurro, C. Carbajal-León, Manuel Antonio Cardoza Sernaqué\",\"doi\":\"10.3991/ijep.v13i5.38577\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Students in engineering tend to be loners, making interpersonal relationships and mental health issues more likely to arise. The COVID pandemic caused university students to experience anxiety and depression, which affected their academic performance and self-esteem. However, students’ mental health was rarely evaluated after the pandemic, especially engineering students, who showed higher levels of depression than students from other disciplines. The present study aims to establish an explanatory model of academic self-efficacy based on factors related to mental health, such as anxiety, depression, and negative emotions. The method used was quantitative cross-sectional, and a structural equation modeling was used. A sample of 561 students (54.4% males and 45.6% females) was analyzed. Instruments to measure self-efficacy, negative affect, depression, and anxiety, previously validated and with adequate reliability, were applied. The results showed that a state of anxiety affects academic self-efficacy negatively and directly; depression and negative affect indirectly affect academic self-efficacy mediated by a state of anxiety. These results show that a student with depression problems and a predominance of negative emotions is vulnerable to present anxiety in an academic setting. This anxiety causes his efficacy beliefs to decrease. As a result, he does not feel capable of facing academic challenges.\",\"PeriodicalId\":45481,\"journal\":{\"name\":\"International Journal of Engineering Pedagogy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-07-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Engineering Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3991/ijep.v13i5.38577\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Engineering Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3991/ijep.v13i5.38577","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Explanatory Model on Academic Self-Efficacy in Engineering Students: Role of Anxiety, Dysthymia, and Negative Affect
Students in engineering tend to be loners, making interpersonal relationships and mental health issues more likely to arise. The COVID pandemic caused university students to experience anxiety and depression, which affected their academic performance and self-esteem. However, students’ mental health was rarely evaluated after the pandemic, especially engineering students, who showed higher levels of depression than students from other disciplines. The present study aims to establish an explanatory model of academic self-efficacy based on factors related to mental health, such as anxiety, depression, and negative emotions. The method used was quantitative cross-sectional, and a structural equation modeling was used. A sample of 561 students (54.4% males and 45.6% females) was analyzed. Instruments to measure self-efficacy, negative affect, depression, and anxiety, previously validated and with adequate reliability, were applied. The results showed that a state of anxiety affects academic self-efficacy negatively and directly; depression and negative affect indirectly affect academic self-efficacy mediated by a state of anxiety. These results show that a student with depression problems and a predominance of negative emotions is vulnerable to present anxiety in an academic setting. This anxiety causes his efficacy beliefs to decrease. As a result, he does not feel capable of facing academic challenges.