Stressors, Achievement Motivation, and Academic Performance among University Faculty in China: The Moderating Effect of Self-Efficacy
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| Title: | Stressors, Achievement Motivation, and Academic Performance among University Faculty in China: The Moderating Effect of Self-Efficacy |
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| Language: | English |
| Authors: | Mao Zhao (ORCID |
| Source: | Psychology in the Schools. 2025 62(4):1182-1195. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Academic Achievement, Stress Variables, Self Efficacy, Teacher Effectiveness, Correlation, Universities, Teaching Experience, Teacher Characteristics, Barriers, Foreign Countries, Self Evaluation (Individuals), Stress Management, Teacher Motivation |
| Geographic Terms: | China |
| DOI: | 10.1002/pits.23388 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | This research scrutinizes the link between academic stressors (both challenge and hindrance types) and the academic performance of university faculty, while also considering the mediating role of achievement motivation. Furthermore, the study evaluates the moderating influence of faculty self-efficacy on the relationship between these stressors and academic performance. The sample encompassed 7000 full-time teachers from universities across Sichuan Province, China, with approximately 55% female participants and an average teaching experience of 13 years. Faculty academic stressors (challenge and hindrance stressors), achievement motivation, self-efficacy, and academic performance were all assessed using self-report techniques. The application of structural equation modeling revealed significant relationships between academic stressors (both challenge and hindrance types) and academic performance. Achievement motivation was found to entirely mediate the effects of academic stressors (challenge and hindrance stressors) on academic performance. In addition, the study underscored the moderating impact of self-efficacy on the relationship between faculty academic stressors and academic performance. The significance of enhancing faculty academic performance through stress reduction, increased achievement motivation, and self-efficacy is discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461720 |
| Database: | ERIC |
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| Abstract: | This research scrutinizes the link between academic stressors (both challenge and hindrance types) and the academic performance of university faculty, while also considering the mediating role of achievement motivation. Furthermore, the study evaluates the moderating influence of faculty self-efficacy on the relationship between these stressors and academic performance. The sample encompassed 7000 full-time teachers from universities across Sichuan Province, China, with approximately 55% female participants and an average teaching experience of 13 years. Faculty academic stressors (challenge and hindrance stressors), achievement motivation, self-efficacy, and academic performance were all assessed using self-report techniques. The application of structural equation modeling revealed significant relationships between academic stressors (both challenge and hindrance types) and academic performance. Achievement motivation was found to entirely mediate the effects of academic stressors (challenge and hindrance stressors) on academic performance. In addition, the study underscored the moderating impact of self-efficacy on the relationship between faculty academic stressors and academic performance. The significance of enhancing faculty academic performance through stress reduction, increased achievement motivation, and self-efficacy is discussed. |
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| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23388 |
