Developing a Causal Model of Students’ Academic Performance Based on Perceived Stress and Academic Resilience with the Mediating Role of Self-Efficacy

Abstract

The present study aimed to develop a causal model of students’ academic performance based on perceived stress and academic resilience with the mediating role of self-efficacy. This study employed a descriptive-correlational design using path analysis within the framework of structural equation modeling. The statistical population included all female students in Anbarabad city during the 2024–2025 academic year (N=691), from whom 300 participants were selected through multistage cluster random sampling. Data were collected using Pham and Taylor’s Academic Performance Questionnaire, Cohen et al.’s Perceived Stress Scale, Samuels’ Academic Resilience Inventory, and Sherer et al.’s General Self-Efficacy Scale. Data analysis was performed using SPSS-25 and AMOS-24 through Pearson correlation coefficients and structural equation modeling. The findings indicated that perceived stress had a direct negative effect on academic performance (β=-0.193, P<0.05), whereas academic resilience had a direct positive effect on academic performance (β=0.479, P<0.05). Self-efficacy also directly and positively predicted academic performance (β=0.302, P<0.05). Bootstrap analysis demonstrated that perceived stress indirectly and negatively affected academic performance through self-efficacy (β=-0.093, P<0.05), while academic resilience indirectly and positively influenced academic performance through self-efficacy (β=0.125, P<0.05). Model fit indices, including RMSEA=0.045, CFI=0.941, and χ²/df=1.61, confirmed the acceptable fit of the proposed model. The results demonstrated that self-efficacy plays a significant mediating role in the relationship between perceived stress, academic resilience, and academic performance. Reducing stress and enhancing resilience through strengthening self-efficacy can improve students’ academic performance. Therefore, designing educational and psychological interventions focused on enhancing self-efficacy and coping skills is recommended for school settings.