Assessing the Impact of Self-Concept, Self-Disclosure and Competence Support on Students’ Stress Levels and Academic Achievement: The Mediating Role of Achievement Motivation

Abstract

The aim of the study was assessing the impact of self-concept, self-disclosure and competence support on students’ stress levels and academic achievement and the mediating role of achievement motivation. To collect the data, 450 students answered a questionnaire. In this study, data from a sample of 373 respondents were gathered using the purposeful sampling approach. Multiple linear regression, validity and reliability testing, and tests of the hypothesis (t-test, F-test, and coefficient of determination) are a few examples of data analysis approaches. According to the findings, all components' beta coefficient values are 0.890 and 0.783, respectively, which accurately reflects their effects on academic achievement and stress. The current research on academic stress and achievement contributes to the body of knowledge in the field of education, addressing issues in education and resolving societal issues that impact an individual's academic performance at the study level. The study's findings suggest that in order for students to succeed academically, they must change the way they plan their learning. The results unequivocally show that students' academic success may be accurately predicted by factors such as self-concept, self-disclosure, and competence support.