Topic:

Literature Review
Course
Application of Contemporary Data Analysis Tools (A)
Roll no:
22101340013
Submitted to
Mam Saba Sajjad
Submitted by
Unzila Haider Shirazi
Date:
5-06-23
 Literature Review Using Elicit Tool

Title Aim Study design Study Population Limitation Direction

1. Self- This research A correlational 1852 male and The limitations of The directions of
Efficacy, aimed to study design female adolescent this study are chiefly the study are not
Optimism, analyze the was used in this students in Spain related to its lateral mentioned.
and relationship study. whose age range was nature, temporal
Academic among the between 12 to 19 variability, random
Performance variables self- years. selection, and
as Psych- efficacy, socioeconomic
educational optimism, and conditions.
Variables: academic
Mediation performance in
Approach in adolescent
Students students.
2. Emotional To analyze the The study was 2204 male and The limitations of to undertake
Regulation relationship observational female students aged the study are not longitudinal studies
and between 12 to 19 years old in mentioned. that allow for an
Academic emotional Aragón selected examination of the
Performance regulation, self- from different 15 evolution of these
in the efficacy, and public secondary constructs over a
Academic academic high schools longer time span,
Context: The performance in although the
Mediating adolescent methodological
Role of Self- secondary challenges that
Efficacy in school these studies pose
Secondary students. must be recognized
Education
Students
3. The to investigate This study was 258 university 1) The research It was for
Influence of the influence of a cross- students, 47.3% sample was recruited universities to use
Academic academic self- sectional study male, and 52.7% from a university, the findings to
Self-Efficacy efficacy on female which may impede design projects and
on undergraduate the feasibility of programs for the
University students' extending the improvement of
Students’ academic research findings to student’s academic
Academic performance other populations, performance by
Performance: and the and 2) a cross- increasing the level
The mediating role sectional sign was of academic self-
Mediating of academic used, which made it efficacy and
Effect of engagement in difficult to present enhancing
Academic the Chinese the continuous academic
Engagement context process of individual engagement
psychology and
establish the true
cause and effect
nexus among
academic self-
efficacy, academic
engagement, and
academic
performance
4. Perceived analyze the The study was several limits to the 502 upper secondary identify factors that
Academic patterns of observational application of self- education students in are conducive to
Self-Efficacy variation of efficacy Romania aged 17.9 more efficacious
among perceived years old beliefs in different
Romanian academic self- socio-economic
Upper efficacy among and educational
Secondary upper contexts
Education secondary
Students education
students in the
 Romanian
context, and to
analyze the
influence of the
support
received from
parents and
teachers, as
well as various
features of the
school
environment on
the perceived
academic self-
efficacy
5. Assessment to assess the It was a cross- 120 medical students Limitations not to assess the
of Self- academic self- sectional study at Shyam Shah mentioned academic self-
efficacy and efficacy of1/3 Medical College, efficacy among1/3
academic year medical Rewa (MP), 23.07 year medical
performance students years old on students according
of medical according to average, male and to curriculum
students the curriculum female

6. The Impact to clarify the its cross- 118, 25 men, 93 its cross-sectional Recommendation
of Self- individual role sectional women design, the limited not mentioned
Efficacy, and the design, number of
Optimism, comparative respondents, their
Resilience importance of self-selection, the
and self-efficacy, sex ratio skewed
Perceived resilience, towards women, and
Stress on optimism and the comparatively
Academic perceived stress small sample of
Performance on academic preclinical students
 and Its performance in
Subjective Medicine
Evaluation: undergraduates
A Cross-
Sectional
Study

7. Grit, self- to investigate correlational 258 participants Not mentioned Not mentioned
efficacy, the design
achievement relationships
orientation between grit,
goals, and self-efficacy,
academic achievement
performance orientation
in University goals, and
students academic
performance in
parallel and
serial
mediation
models

8. Perceived to link the 2 Observational 502 participants Not mentioned Not mentioned
Academic strands of study design
Self-Efficacy research self-
among efficacy and
Romanian parental
Upper involvement in
Secondary education
Education
Students
9. Assessing to assess the a descriptive 320 participants Not mentioned Not mentioned
the Impact of impact of survey research
 Academic academic self- design
Self-Efficacy efficacy on the
on Academic academic
Performance performance of
of University university
Science science
Students in students in
Katsina Katsina State,
State, Nigeria
Nigeria
10. Financial to determine This study was 141 full-time degree Not mentioned to increase
Self- the financial a quantitative and diploma nursing financial literacy
Efficacy, self-efficacy, cross-sectional participants education, use a
Behavior, behavior, larger sample size
Wellness and wellness, and with a random
its Effect on its effect on sampling method,
Academic academic and include
Performance performances students from
among among nursing another public
Nursing students university in future
Students research

Literature Review Using Rextar Tool

Research Title:

Emotional Regulation and Academic Performance in the Academic Context: The Mediating Role of Self-Efficacy in Secondary

Education Students

Introduction
In this way, understanding the operation of psychological variables in academic contexts is a crucial step not only to better
comprehend cognitive processes among students, but also to shape the qualities that will contribute to configure their adult personality
[2]. Adolescence is a critical period in the life-cycle, in which social, personal, emotional and motivational experiences, and the way
they are confronted, play a key role [3]. While most students go through this stage without suffering major personal or academic
issues, others may undergo more or less prolonged feelings of lack of motivation, stress, anxiety, pessimism and other variables that
can undermine their commitment to their school tasks [4].
1.1. Emotional Regulation
Emotional regulation is understood as a dynamic process that involves different strategies oriented to increase, appease or sustain an
emotion [5].
In recent years, interest in emotional regulation have transcended the limits of academic interest, and has percolated through wider
sectors of society.

1.2. Self-efficacy

Another key variable for learning processes and school performance is self-efficacy which refers to an individual beliefs in his or her
capacity to execute behaviors necessary to produce specific performance attainments [16]. Students with high levels of self-efficacy
perceive school tasks as a challenge that they face confidently, armed with their knowledge and skills, resulting in a more responsible
and efficient attitude towards school tasks [18].
From a different perspective, low self-efficacy is seen as related to non-adaptive academic behaviors, leading to less commitment to
school tasks and poor academic performance [25] and even to psychological problems in adolescents, such as anxiety, stress and even
depression [26].

1.3. Academic Performance

Scientific literature has largely relied on two values to measure academic performance: one, more quantitative and objective referred
to qualify the academic performance by numbers using different school marks, and two, more qualitative and subjective, takes into
account the personal circumstances of the student and its immediate social environment [28].
Fierro, Almagro & Sáenz-López [35] emphasize emotional factors, especially motivational processes and emotional intelligence;
Portolés & Gónzalez [36] focus on the personal factors that determine the personality of students; Guerra & Guevara [37] take into
account complementary variables, such as learning styles, parental styles and study strategy; while Pulido & Herrera [38] underscore
the influence value of socio-demographic variables.

1.4. Objective And Hypothesis

In this context, and given the absence of studies that directly relate the variables under consideration, the main aim of this empirical
study is to analyze the relationship between emotional regulation, self-efficacy and academic performance in a sample of secondary
school students.

The study sample consisted of 2204 male (N = 1193; 54.12%) and female (N = 1011; 45.87%) students belonging to 15 public
secondary high school with ages between 12 and 19 years (M = 14.69; SD = 1.76).
Incomplete questionnaires were discarded and students with cognitive disorders who could not fully understand the questionnaire were
excluded.

2.2. Instruments

Firstly, emotional regulation was measured using Emotion Regulation Questionnaire (ERQ) [41] adapted to Spanish adolescents by
[42]. This mono-factorial scale comprises 10 items that express the degree of agreement or disagreement in reference to how the
adolescent regulates its emotions in two main dimensions; cognitive reevaluation (six items) (e.g., “I control my emotions by changing
the way The author think about the situation The author am in”) and emotional suppression (four items) (e.g., “I keep my emotions to
myself”).
The responses measure the degree of agreement and disagreement of the subject in a five-point Likert scale ranging from “Strongly
disagree” (1) to “Strongly agree” (5). Several studies have shown the reliability of the questionnaire in academic settings, yielding an
overall Cronbach-α value of 0.91, and of 0.90 in this paper's study. Finally, to determine the academic performance of adolescent
students, the global average grade reflected in the report card for the first school trimester was taken on a scale of 0 points (minimum)
to 10 points (maximum), resulting in one of the most common procedures used and greater predictor of stability of student academic
performance [30,31].
2.3. Procedure

The research was approved by the different educational centers as well as the parents/guardians of the students through informed
consent. All students and their parents/guardians were previously informed of the nature of the study participating voluntarily and thus
respecting the ethical guidelines of the Declaration of Helsinki [43] in all its terms.

2.4. Data Analysis

Descriptive statistics were carried out to establish the socio-demographic profile of the sample, including variables as gender, age,
course, type of school and course repeats.
In turn, a K-means cluster analysis was carried out to distribute the students in the sample into three statistically significant groups
among themselves according to their standardized values, allowing groups to be created based on the similarity between the variables
studied. Finally, a mediation analysis was proposed through the MACRO of SPSS v26.0 to verify the indirect effect of the self-
efficacy variable in the relationship between emotional regulation and academic performance, carrying out a bootstrapping procedure
with 10,000 repetitions.

3.1. Demographic Variables

The sample comprised 2204 students both male (N = 1193; 54.12%) and female (N = 1011; 45.87%) with ages ranging from 12 to 19
years (M = 14.69; DT = 1.76) (Table 1).

3.4. Cluster Analysis In Significant Groups Of Emotional Regulation, Self-efficacy And Academic

Group 1 (N = 468, 21.32%) was characterized by low scores in emotional regulation and self-efficacy, leading to poor academic
performance; Group 2 (N = 1088, 49.36%) yielded near-average scores in all three variables; and finally Group 3 (N = 648, 29.40%)
yielded significantly above average scores in all three variables.

3.5. Mediation Effects Of Self-efficacy In The Relationship Between Emotional Regulation And Academic Performance

Group 1 (N = 468, 21.32%) was characterized by low scores in emotional regulation and self-efficacy, leading to poor academic
performance; Group 2 (N = 1088, 49.36%) yielded near-average scores in all three variables; and finally Group 3 (N = 648, 29.40%)
yielded significantly above average scores in all three variables.
As shown in Figure 1, self-efficacy mediated in the relationship between emotional regulation and academic performance. Zero was
not included in the bootstrap interval, B = 0.20, SE = 0.02, 95% [CI 0.06, 0.17] so it could be argued that self-efficacy mediated in the
relationship between emotional regulation and academic performance.

4. Discussion

The aim of this study was to analyze the relationship between emotional regulation, self-efficacy and academic performance in
adolescent secondary school students.
Ocaña [46] establishes a strong correlation between self-efficacy and emotional regulation in students, and argues that high scores in
these variables help to prevent academic stress; Gómez-Tabares & Narváez [47] allude to the intrinsic relationship between academic
self-efficacy and emotional regulation, and of these variables with empathy in adolescent students; Domínguez [48] outlines cognitive
emotional regulation strategies, including self-efficacy, as factors that contribute to protect students from emotional and academic
exhaustion.

Research Title:

Self-Efficacy, Optimism, and Academic Performance as Psych-educational Variables: Mediation Approach in Students

Introduction

Self-efficacy plays an important role in the learning process and in the way students face their school tasks [4].
Empirical research has shown that academic self-efficacy can be used to predict students' participation and commitment towards
school tasks [7]; perseverance and motivation [8]; academic performance [9]; and more broadly, greater levels of academic
satisfaction and happiness [10].
Optimistic students who use adaptive coping strategies [16] and present higher levels of personal and academic self-efficacy [17] are
more likely to meet their personal and academic targets [18], are less vulnerable [19], present higher levels of self-concept and self-
esteem, and are more assertive [20][21][22].
Academic performance in adolescents is a broad construct that has been approached from some perspectives and theoretical
references.
In this way, there are not many manuscripts that relate study variables to academic performance or other variables that play important
roles in the study of factors that determine academic performance. Therefore, the objective of this research was to analyse the
relationship among the variables self-efficacy, optimism, and academic performance in adolescent students.

2.1. Sample

The study population comprised 1852 students (male, N = 956, 51.61% and female, N = 896, 48.38%) in 12 schools, with ages
ranging 12-19 years (M = 14.77; SD = 1.80).
The different schools in the sample were chosen by simple random sampling through the completion of a questionnaire; 98.89% of
questionnaires were returned and counted.
The scale includes six items, three of which are positive statements (for example, "I am always optimistic about my future") and the
other three being negative statements (for example, "I hardly ever expect things to go my way"). Finally, the variable academic
performance was evaluated on the basis of the average marks in the first trimester, ranging from 0 to 10 (minimum/maximum).

2.2. Protocol

The questionnaires were handed out to the students in their classrooms. All students from each school receiving the questionnaire on
the same day provided signed informed consent from the parents/guardians in advance, coordinated with the school's management.

2.3. Data Analysis

First, to establish the Sociodemographic data of the students, descriptive statistics of the variables sex, age, academic year, type of
study, and number of repetitions for the academic year, and the variables self-efficacy, optimism, and academic performance were
analyzed.
Subsequently, a cluster analysis was executed to compare the sample in three significant groups, with each other using Kmeans in a
cluster.

3.1. Demographic Variables Of The Study

The study comprised 1852 adolescents (male, N = 956, 51.61% and female, N = 896, 48.38%) aged 12-19 years (M = 14.77; SD =
1.80), as shown in Table 1.

3.2. Descriptive Variables Of The Study

The values for the variables self-efficacy, optimism, and academic performance are highly variable, as illustrated in Table 2.
Optimism was shown to be of little statistical significance and slightly higher in males (Cohen's d = 0.285).

3.4. Cluster Analysis Of Statistically Significant Groups Of The Students

Group nº 1 (N = 596, 32.18%) was characterized by low scores in self-efficacy, optimism, and academic performance; Group º2 (N =
616, 33.26%) presented variable scores, with near average scores in self-efficacy, high scores in optimism, and poor academic
performance; finally, Group nº 3 (N = 640, 34.55%) was characterized by high scores in self-efficacy, optimism, and academic
performance, as illustrated in Table 4.

4. Discussion

The results of this paper's research aimed to analyze the intrinsic relationship among self-efficacy, optimism, and academic
performance in a sample of school-age adolescents.
Namely, the results show that self-efficacy is positively correlated with optimism and academic performance.