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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19833
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dc.contributor.authorPhan, Huyen
dc.contributor.authorNgu, Bingen
dc.contributor.authorAlrashidi, Oqaben
dc.date.accessioned2017-01-16T09:47:00Z-
dc.date.issued2016-
dc.identifier.citationPsychological Reports, 119(1), p. 77-105en
dc.identifier.issn1558-691Xen
dc.identifier.issn0033-2941en
dc.identifier.urihttps://hdl.handle.net/1959.11/19833-
dc.description.abstractThe present study explored the effects of academic and social self-efficacy beliefs on students' well-being at school, academic engagement, and achievement outcome. Well-being at school is conceptualized as a central mediator of students' engagement and learning in achievement contexts. It was hypothesized that well-being at school would mediate the effects of social and academic self-efficacy beliefs on engagement and achievement outcome. This research focus has credence and may provide grounding for educational-social interventions. A cohort of 284 (122 girls, 162 boys) Year 11 secondary school students participated in this correlational study. A theoretical-conceptual model was explored and tested using structural equation modeling. Subsequent structural equation modeling analyses provided moderate support for the hypothesized model. The results showed that both academic and social self-efficacy depended on each other in their effect on well-being at school. Both academic engagement and well-being at school served as partial mediators of the effects of academic and social self-efficacy on academic engagement.en
dc.languageenen
dc.publisherSage Publications, Incen
dc.relation.ispartofPsychological Reportsen
dc.titleRole of Student Well-Being: A Study Using Structural Equation Modelingen
dc.typeJournal Articleen
dc.identifier.doi10.1177/0033294116656819en
dc.subject.keywordsPsychologyen
dc.subject.keywordsEducation systemsen
dc.subject.keywordsEducational Psychologyen
local.contributor.firstnameHuyen
local.contributor.firstnameBingen
local.contributor.firstnameOqaben
local.subject.for2008170199 Psychology not elsewhere classifieden
local.subject.for2008170103 Educational Psychologyen
local.subject.for2008130199 Education systems not elsewhere classifieden
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930101 Learner and Learning Achievementen
local.subject.seo2008930103 Learner Developmenten
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailhphan2@une.edu.auen
local.profile.emailbngu@une.edu.auen
local.profile.emailoalrashi@myune.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20161208-121320en
local.publisher.placeUnited States of Americaen
local.format.startpage77en
local.format.endpage105en
local.identifier.scopusid84986548147en
local.peerreviewedYesen
local.identifier.volume119en
local.identifier.issue1en
local.title.subtitleA Study Using Structural Equation Modelingen
local.contributor.lastnamePhanen
local.contributor.lastnameNguen
local.contributor.lastnameAlrashidien
dc.identifier.staffune-id:hphan2en
dc.identifier.staffune-id:bnguen
dc.identifier.staffune-id:oalrashien
local.profile.orcid0000-0002-3066-4647en
local.profile.orcid0000-0001-9623-2938en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:20025en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleRole of Student Well-Beingen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorPhan, Huyen
local.search.authorNgu, Bingen
local.search.authorAlrashidi, Oqaben
local.uneassociationUnknownen
local.identifier.wosid000382544500006en
local.year.published2016en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/b4de4521-0e4c-40ea-944b-ba5e2582ffc1en
local.subject.for2020520102 Educational psychologyen
local.subject.seo2020160101 Early childhood educationen
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