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The relationship between academic self-efficacy, self-esteem, family social support with academic resilience among gifted students
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Hananeh Keshavarznorouzpour1    , Sara Ebrahimi *2 , Somayeh Ahmadi3 |
1- Islamic Azad Universit, Science and Research Branch
2- Organization for Educational Research and Planning (OERP)
3- Rasam Higher Education Institute |
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Abstract: (252 Views) |
Abstract
Objective: The present research aimed to identify the relationship between academic self-efficacy, self-esteem, family social support and academic resilience in gifted students. Methods: The research method was descriptive-correlation. The research population included all gifted female students in the second year of high school (10th and 11th grades) in Tehran in the academic year) 2022-2023(. Overall, 181 people were selected as sample members using available sampling method. The participants responded to the Student Efficacy Scale (MJSES) (Jinks & Morgan, 1999), the perceived social support-family scale (Procidano & Heller, 1983), the academic resilience inventory (Samuels, 2004) and the self-esteem scale (Rosenberg, 1965). Data were analyzed using Pearson's correlation coefficient and regression statistical tests in SPSS24 software. Results: The findings showed that academic self-efficacy, self-esteem and social support of the family have a positive and significant relationship with academic resilience. Also the regression analysis results revealed that almost 58% of the variance of academic resilience of gifted students was accounted for by the variables of academic self-efficacy, self-esteem and social support of the family. It is predicted that among these, self-esteem with a variance of 0.38 has the largest contribution in predicting the variable of academic resilience. Conclusion: It can be concluded that academic self-efficacy, self-esteem and family social support predict the academic resilience of gifted students in the form of a predictive model. Accordingly, it is necessary to pay attention to a set of intrapersonal factors (academic self-efficacy and self-esteem) along with extra personal factors (family social support) in creating academic resilience of gifted students. Finally, their resilience in the learning process can be increased by providing a platform for nurturing and creating these factors and responding to the psychological needs of learners.
Keywords: Academic resilience, Academic self-efficacy, Self-esteem, Family social support
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Article number: 3 |
| Keywords: academic resilience, academic self-efficacy, self-esteem, family social support. |
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Full-Text [PDF 1088 kb]
(129 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2024/01/16 | Accepted: 2024/11/18 | Published: 2025/02/16
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