Document Type : Original Article


1 Department of Educational Management, Isfahan University, Isfahan, Iran

2 Department Educational Management, Kharazmi University, Tehran, Iran


BACKGROUND: There is growing acknowledgment that medical education can be a stressful
experience for students and may have a devastating effect on their psychological well‑being. The
present article, therefore, aimed at investigating students’ academic resilience as a mediating variable
in self‑efficacy‑test anxiety relation.
MATERIALS AND METHODS: In this cross‑sectional correlational study, a convenience sample
of 243 medical students was selected and participated, three prevalidated questionnaires were
applied, that is, general self‑efficacy questionnaire, academic resilience questionnaire, and test
anxiety questionnaire. To analyze the data, Pearson’s correlation coefficient as well as structural
equation modeling (SEM) were used.
RESULTS: According to Pearson’s coefficients, self‑efficacy was found to be positively correlated
with academic resilience (r = 0.437, P ≤ 0.01) and negatively with test anxiety (r = −0.475, P ≤ 0.01).
SEM results also indicated that self‑efficacy positively impacts on academic resilience (β = 0.43,
P < 0.001) and negatively on test anxiety (β = −0.37, P < 0.001). In addition, results demonstrated the
mediating role of academic resilience in self‑efficacy‑test anxiety relationship (β = −0.108, P < 0.001).
CONCLUSION: This study showed that academic resilience could play a mediating role in students’
self‑efficacy‑test anxiety relationship.


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