Version 1
: Received: 11 September 2024 / Approved: 12 September 2024 / Online: 12 September 2024 (05:39:46 CEST)
How to cite:
Lunetti, C.; Giunta, L. D.; Comitale, C.; Favini, A. The Direct and Indirect Effect of Academic Self-Efficacy on the Association between Students’ Feedback Sensitivity and Adjustment. Preprints2024, 2024090966. https://doi.org/10.20944/preprints202409.0966.v1
Lunetti, C.; Giunta, L. D.; Comitale, C.; Favini, A. The Direct and Indirect Effect of Academic Self-Efficacy on the Association between Students’ Feedback Sensitivity and Adjustment. Preprints 2024, 2024090966. https://doi.org/10.20944/preprints202409.0966.v1
Lunetti, C.; Giunta, L. D.; Comitale, C.; Favini, A. The Direct and Indirect Effect of Academic Self-Efficacy on the Association between Students’ Feedback Sensitivity and Adjustment. Preprints2024, 2024090966. https://doi.org/10.20944/preprints202409.0966.v1
APA Style
Lunetti, C., Giunta, L. D., Comitale, C., & Favini, A. (2024). The Direct and Indirect Effect of Academic Self-Efficacy on the Association between Students’ Feedback Sensitivity and Adjustment. Preprints. https://doi.org/10.20944/preprints202409.0966.v1
Chicago/Turabian Style
Lunetti, C., Clementina Comitale and Ainzara Favini. 2024 "The Direct and Indirect Effect of Academic Self-Efficacy on the Association between Students’ Feedback Sensitivity and Adjustment" Preprints. https://doi.org/10.20944/preprints202409.0966.v1
Abstract
Empirical findings support the important role played by prosocial behavior and scholastic per-formance in significantly affecting adolescents’ long term psychosocial adjustment. Furthermore, several studies showed the positive impact of academic self-efficacy in affecting adolescents’ social and academic functioning; however, no studies have investigated the effect of other important personality structures, such as students’ feedback sensitivity. The present study aims at investi-gating the effects of adolescents’ feedback sensitivity (reward sensitivity/punishment sensitivity) on their prosocial behavior and scholastic performance also examining the potential indirect effect of academic self-efficacy on the association between reward/punishment sensitivity and prosocial behavior/scholastic performance. Participants were 132 adolescents (53.1% males; Mage = 16.42, SD) from Rome (Italy). Students’ reward/punishment sensitivity, academic self-efficacy, prosocial behavior and scholastic performance were self-reported. A path analyses model showed a positive and significant effect of academic self-efficacy on scholastic performance, a positive significant ef-fect of punishment sensitivity on prosocial behavior, a positive significant effect of reward sensi-tivity on academic self-efficacy and a significant indirect effect of academic self-efficacy on the association between reward sensitivity and scholastic performance. Results of this study are useful in term of practical implications to promote students’ adjustment.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
