Investigating the relationship between spiritual and multidimensional health and academic self-handicapping with academic self-efficacy of secondary school students in Tabriz city مقاله

چکیده:

The aim of this research was to investigate the causal relationship between the variables of academic self-handicapping, spiritual health, and responsibility with academic self-efficacy. In terms of purpose and nature, this research was fundamental; in terms of researcher control over variables, it was non-experimental; and in terms of strategy and implementation path, it used a structural equation modeling correlation matrix. The statistical population consisted of all 3,629 secondary school students in Tabriz city during the 1403-1404 academic year. From them, 348 individuals were selected using stratified random sampling. The measurement tools were the Academic Self-Handicapping Questionnaires (Jones & Rodoltz, 1982), Spiritual Health (Pulotzin & Allison, 1982), Responsibility (Ahmadi Akhourmeh et al., 2013), and Academic Self-Efficacy (Jenkins & Morgan, 1999). The reliability of these questionnaires using Cronbach's alpha was as follows: reliability for academic self-handicapping variables 0.838, spiritual health 0.159, responsibility 0.109, and academic self-efficacy 0.737. Data were analyzed using structural equation modeling via path analysis with LISREL software. The findings showed that academic self-handicapping had a significant direct negative effect on the spiritual health, academic self-efficacy, and responsibility of students. Spiritual health had a significant direct positive effect on students' academic self-efficacy. Responsibility had a significant direct positive effect on students' academic self-efficacy. Academic self-handicapping had a significant indirect negative effect on students' academic self-efficacy through spiritual health. Academic self-handicapping had a significant indirect negative effect on students' academic self-efficacy through responsibility. Academic self-handicapping had a significant indirect negative effect on students' academic self-efficacy through both spiritual health and responsibility (P < 0.05). Based on the findings of this research, it is suggested that to improve students' academic self-efficacy, their level of academic self-handicapping should be reduced and their levels of spiritual health and responsibility should be increased.