Structural equation model of the role of interaction between interpersonal relationships and classroom atmosphere in predicting students academic stress with the mediating role of academic self-efficacy

Articles in Press

Document Type : Research Paper

Authors

1 Department of Counseling Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

2 Associate Professor, Department of Counseling Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

Abstract

The present study was conducted with the aim of Structural equation model of the role of interaction between interpersonal relationships and classroom atmosphere in predicting students academic stress with the mediating role of academic self-efficacy. The research method was descriptive and structural equation model type. The statistical population of the present study was made up of all male and female students of Nemin city in the academic year of 2021. From this population, a sample size of 357 people was selected using the available sampling method, and perceived academic stress questionnaire self-efficacy scale classroom questionnaire ,and standard interpersonal skill questionnaire were used. Data were analyzed using structural equation modeling with smart pls-3 software. The results of the structural equation model showed that interpersonal relationships have a direct and significant effect on academic stress, classroom atmosphere has a direct and significant effect on academic stress, interpersonal relationships have a direct and significant effect on academic self-efficacy, classroom atmosphere has a direct and significant effect on academic self-efficacy Yes, academic self-efficacy has a direct and significant effect on academic stress. Also, the indirect effect of interpersonal relationships and classroom atmosphere was confirmed through the mediation of academic self-efficacy.

Keywords

Journal of Applied Psychological Research

Articles in Press, Accepted Manuscript
Available Online from 26 February 2025

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History

  • Receive Date: 21 May 2024
  • Revise Date: 27 July 2024
  • Accept Date: 20 August 2024
  • First Publish Date: 26 February 2025
  • Publish Date: 26 February 2025

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