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The Relationship between Geographical Self-Efficacy and Academic Achievements in Geography: A Moderated Mediating Model

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  • Leilei Wang

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

  • Li Liu

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

  • Xue Meng

    (College of Physical Education, Xi’an Physical Education University, Xi’an 710068, China)

  • Qiyue Gao

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

  • Mengyi Fan

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

Abstract

There are limited studies on the impact of domain-specific self-efficacy on academic achievements. The geospatial thinking ability is paramount to understand the relationship between geographical self-efficacy and academic achievements in geography. This study aims to explore the mediating effect of geospatial thinking on the relationship between geographical self-efficacy and academic achievements, and the moderating role of gender and attendance type. A total of 749 Chinese high school students, working as participants, anonymously completed a questionnaire covering topics like geographical spatial thinking, geographical self-efficacy, academic achievements in geography, gender, attendance type, and place of residence. The analysis using MPLUS 8.3 software indicates that geographical self-efficacy significantly predicts academic achievements in geography. Geospatial thinking plays a significant mediating role in this pathway, with gender and type of attendance having moderating effects. This study enhances the understanding between domain-specific self-efficacy and academic achievements, providing crucial guidance for educational practices, such as emphasizing geospatial thinking training for high school students, focusing on encouraging female students, and properly scheduling rest times for boarders, which will significantly contribute to the sustainable development of geography education.

Suggested Citation

  • Leilei Wang & Li Liu & Xue Meng & Qiyue Gao & Mengyi Fan, 2024. "The Relationship between Geographical Self-Efficacy and Academic Achievements in Geography: A Moderated Mediating Model," Sustainability, MDPI, vol. 16(7), pages 1-17, March.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:7:p:2682-:d:1363337
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    References listed on IDEAS

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    2. Qian Meng & Qi Zhang, 2023. "The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement," Sustainability, MDPI, vol. 15(7), pages 1-14, March.
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