Academic potential beliefs and feelings and life satisfaction: the mediator role of social self-efficacy / Creencias y sentimientos sobre el potencial académico y satisfacción vital: el rol mediador de la autoeficacia social

• Published in: Revista de psicologia social Vol. 31; no. 3; pp. 500 - 520
• Main Authors: Akin, Ahmet, Akin, Umran
• Format: Journal Article
• Language: English
• Published: London, England Routledge 01.09.2016; SAGE Publications
• Subjects: academic potential beliefs and feelings; análisis de regresión; autoeficacia social; creencias y sentimientos sobre el potencial académico; life satisfaction; regression analysis; satisfacción vital; social self-efficacy; academic potential beliefs and feelings; creencias y sentimientos sobre el potencial académico; análisis de regresión; regression analysis; satisfacción vital; life satisfaction; autoeficacia social; social self-efficacy
• ISSN: 0213-4748; 1579-3680
• DOI: 10.1080/02134748.2016.1190125

The aim of the present study is to examine the mediating role of social self-efficacy on the relationship between academic potential beliefs and feelings and life satisfaction. Participants were 332 university students who completed a questionnaire package that included the Academic Potential Beliefs and Feelings Scale, Cognitive and Behavioural Social Self-efficacy Scale and the Satisfaction with Life Scale. To determine the relationships among academic potential beliefs and feelings, social self-efficacy and life satisfaction, the Pearson correlation coefficient and regression analyses were used. In order to test whether social self-efficacy mediated the link between academic potential beliefs and feelings and life satisfaction with regression analyses, Preacher and Hayes macros for SPSS were used. According to the results, social self-efficacy and life satisfaction were predicted positively by academic potential beliefs and feelings. On the other hand, life satisfaction was predicted positively by social self-efficacy. In addition, the association between academic potential beliefs and feelings and life satisfaction was fully mediated by social self-efficacy. Together, the findings illuminate the social processes underlying the association of academic potential beliefs and feelings with life satisfaction.