Psychological Flexibility and Academic Self-Efficacy

Introduction: Despite the beneficial effects of academic self-efficacy, there is a relatively limited focus on the academic self-efficacy of higher education students compared to studies on student self-efficacy in other educational stages. Aim: The present study employs a moderated mediation model to investigate whether well-being literacy mediates the relationship between psychological flexibility and academic self-efficacy, while also exploring how burnout-driven self-stigma is associated with these direct and indirect relationships. Methods: A cross-sectional research design was employed in the present study. The sample comprised 316 students (82.6% female; M = 22.28, SD = 3.38). Participants completed the Academic Self-Efficacy Scale, the Psychological Flexibility Scale, the Well-Being Literacy Scale, and the Burnout-Driven Self-Stigma Scale. Results: Our study indicated that psychological flexibility was associated with reduced academic self-efficacy both directly and indirectly through well-being literacy. However, conditional direct and indirect effect results suggested that higher levels of burnout-driven self-stigma were related to decreased positive direct and indirect effects. Discussion/Conclusion: This study provides evidence to improve our understanding of how psychological flexibility relates to academic self-efficacy. While research on burnout-related self-stigma and well-being literacy remains limited, this study highlights how these variables were examined within the proposed model as potential moderator and mediator constructs.