Volume 25, Issue 29 (9-2025)
JNIP 2025, 25(29): 1-22 |
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Mohajer Z, Houshyari J. Structural Model of The Effect of Academic Self-Efficacy and Time Management on Exam Anxiety with The Mediating Role of Achievement Motivation in Azad University Students. JNIP 2025; 25 (29) :1-22
URL: http://jnip.ir/article-1-1365-en.html
URL: http://jnip.ir/article-1-1365-en.html
Depatrment of psychology, Qo.C., Islamic Azad University, Qom, Iran
Abstract: (42 Views)
The present study was conducted with the aim of investigating the structural model of the effect of academic self-efficacy and time management on exam anxiety with the mediating role of achievement motivation. Accordingly, the research type was applied based on the purpose and quantitative research with descriptive correlation method based on the data type. The statistical population of this study included students of Tehran Azad University, from whom 380 people were selected using multi-stage cluster sampling method. In this study, the questionnaires of students' academic self-efficacy (Jamali et al., 2013), time management (Britton and Tesser, 1991), exam anxiety (Friedman and Jacob, 1997) and achievement motivation (Hermans, 1970) were used, and all questionnaires had acceptable validity and reliability. It should be noted that face, content, and construct validity were used to calculate validity, and Cronbach's alpha coefficient and composite reliability were used to calculate reliability, which confirmed validity and reliability. The data analysis method included descriptive and inferential statistics (confirmatory factor analysis and structural equation modeling) with PLS version 3 and SPSS version 27 software. The results showed that academic self-efficacy and time management have a significant effect on exam anxiety, and this effect is guided by achievement motivation as a mediating variable; in such a way that academic self-efficacy with a negative effect of -1.293 and time management with a negative effect of -1.279 help reduce exam anxiety, which indicates the important role of these two factors in regulating academic emotions and improving students' ability to face exam conditions.
Type of Study: Research |
Subject:
Special
Received: 2025/08/20 | Revised: 2025/12/16 | Accepted: 2025/09/4 | Published: 2025/09/21
Received: 2025/08/20 | Revised: 2025/12/16 | Accepted: 2025/09/4 | Published: 2025/09/21
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