Predicting Academic Self-Efficacy Based on Self-Regulation and Academic Emotions in High School Students in Shiraz

Abstract

This study aimed to examine the relationship between academic self-efficacy, self-regulation, and academic emotions in high school students in Shiraz. The primary objective was to determine how self-regulation and academic emotions predict academic self-efficacy in this population. A cross-sectional study design was employed, involving 160 high school students from Shiraz, selected based on the Morgan and Krejcie sample size table. Data were collected using standardized questionnaires for academic self-efficacy, self-regulation, and academic emotions. Pearson correlation analysis was conducted to assess the relationship between academic self-efficacy and each independent variable. Subsequently, linear regression analysis was performed to evaluate the predictive power of self-regulation and academic emotions on academic self-efficacy. Data analysis was conducted using SPSS-27. Descriptive statistics indicated mean scores of 3.75 (SD = 0.62) for academic self-efficacy, 3.82 (SD = 0.58) for self-regulation, and 3.67 (SD = 0.71) for academic emotions. Pearson correlation results showed significant positive correlations between academic self-efficacy and self-regulation (r = 0.54, p < 0.01), and between academic self-efficacy and academic emotions (r = 0.48, p < 0.01). The regression analysis revealed that both self-regulation (B = 0.42, β = 0.39, p < 0.001) and academic emotions (B = 0.27, β = 0.31, p < 0.001) significantly predicted academic self-efficacy, explaining 38% of its variance (R² = 0.38). The findings underscore the critical roles of self-regulation and academic emotions in shaping academic self-efficacy among high school students. These results suggest that enhancing self-regulation skills and fostering positive academic emotions can significantly contribute to higher academic self-efficacy, which is crucial for academic success. Educational interventions should focus on these areas to improve students' overall academic performance and well-being.