Relationships Among Academic Self-Efficacy, Depression, and Academic Performance Among College Students: A Cross-Lagged Study (Poster 43)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Bridging Gaps: Innovative Programs and Practices for Diverse Student Populations

Abstract

This longitudinal study analyzed 2473 Chinese university students over four years to explore the interplay between academic self-efficacy, depression, and academic performance. The findings revealed: 1) A positive cross-lagged relationship between academic self-efficacy and performance; 2) Depression correlated with performance but lacked a cross-lagged relationship; 3) Notably negative cross-lagged effects were found between self-efficacy and depression, with depression severely impacting self-efficacy over time. Additionally, this study investigated the mediating role of academic self-efficacy in the relationship between depression and academic performance. The effects of academic self-efficacy and depression on the academic performance of college students in China. To improve students’ academic performance, it is necessary to enhance freshman and sophomore academic self-efficacy while decreasing depression throughout college.

Authors

• Xinqiao Liu, Tianjin University

• Yanqiu Lv, Tianjin University