Development of a Causal Model of School Anxiety Based on Social competence and educational with the Mediating Role of Academic Self-Esteem in Students with Academic Problems

Qadri, Dalir; Akbari, Maryam; Karimi, Qumarth

doi:10.47176/rjms.31.108

Volume 31, Issue 1 (3-2024) RJMS 2024, 31(1): 1-13 | Back to browse issues page

‎ 10.47176/rjms.31.108

Research code: A-10-7247-2

Ethics code: IR.lAU.SDJ.REC.1401.025

Clinical trials code: 1234

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Qadri D, Akbari M, Karimi Q. Development of a Causal Model of School Anxiety Based on Social competence and educational with the Mediating Role of Academic Self-Esteem in Students with Academic Problems. RJMS 2024; 31 (1) :1-13
URL: http://rjms.iums.ac.ir/article-1-8028-en.html

Development of a Causal Model of School Anxiety Based on Social competence and educational with the Mediating Role of Academic Self-Esteem in Students with Academic Problems

Dalir Qadri

, Maryam Akbari

, Qumarth Karimi

Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran , Akbari@iausdj.ac.ir

Abstract: (314 Views)

Bakcground & Aims: Education and acquiring knowledge is one of the significant stages in life that will impact effectiveness in other life stages (1). School years are among the most common periods where educational issues abound (2). Types of student educational problems include fear of failure, lack of self-confidence, and distractibility (3), as well as family issues like divorce (4), depression (5), and anxiety (6). Anxiety is linked to decreased attention and emotional regulation problems (7), ultimately leading to decreased academic performance and learning quality (6). Situations play a role in the emergence of anxiety, with one such situation being school and the educational environment, known as school-related anxiety (8). School-related anxiety not only increases societal costs but also leads to damages from student failures (9), decreased self-esteem (10), and reduced self-efficacy (11). Cognitive appraisals are causative factors in anxiety, serving as the groundwork for emotions and feelings such as anxiety. For instance, the presence of "being punished" thoughts will induce anxiety in students (15). However, personal competencies act as protective factors against negative emotions because they are part of the cognitive factors. Among these competencies, academic and social competencies can be mentioned. On the other hand, there are differences among students in coping with educational successes and failures, which can be due to diverse personality traits and, on the other hand, academic competencies. Academic competency correlates with self-regulation, positive creation, initiative, perseverance, and engagement in academic tasks and progress (19, 20). According to the self-determination theory, meeting the individual's need for competency will lead to increased mental well-being, emotional adjustment, and psychological health (21). Pursuing goals and ultimately progressing in education is encouraged (22). Another factor related to anxiety and academic success is self-esteem. There exists a bidirectional relationship between self-esteem and anxiety, predicting each other. However, the relationship between academic and social competencies with school-related anxiety is not merely a two-way relationship; other variables also exist in this context. Due to the self-determination theory and the existing research gap in this area, the variable of academic self-esteem is introduced. The main question and issue here are whether the presence of academic self-esteem in the relationships between academic and social competencies, which are posed as needs, and school-related anxiety can act as a mediator? Will they have sufficient fit or not?
Methods: This research is developmental in terms of purpose, descriptive-correlation in terms of execution method, and quantitative in terms of data type. The statistical population of the research was all students with academic problems in the second secondary level of Kurdistan province in the academic year of 1400-1401. To select the sample size, taking into account the confidence level of 0.95 (α=0.05), the power of the test 0.80 (β=0.20), the minimum effect size (R2=0.05) and with the presence of five predictive variables , the appropriate sample size was calculated by G-power software and the sample size was estimated to be 343 people. The sampling method was purposive. To collect data, the following instruments were used: social-emotional competence questionnaire, school anxiety questionnaire, academic stress questionnaire and self-esteem questionnaire. In order to analyze the data, descriptive statistics indices including: mean, standard deviation, frequency and percentage were used and in inferential statistics, Pearson correlation and structural equations were used using spss and Smart Pls software.
Results: The results showed that the coefficient of the indirect path between Social competence and educational and school anxiety with the mediating role of academic self-esteem and academic pressure on oneself is significant at a level of less than 0.01%.
Conclusion: The study illuminates the intricate interplay between social and academic competencies, academic self-esteem, and school anxiety in students facing academic challenges. It underscores the pivotal role of academic self-esteem as a mediating factor in this relationship, shedding light on the nuanced dynamics within the educational context. These findings offer valuable insights for educators and stakeholders in devising targeted interventions aimed at fostering holistic student well-being and academic success in challenging academic environments.