The Mediating Role of Self-Esteem in the Relationship between Psychological Capital, Academic Engagement, and Academic Procrastination with Academic Performance among Students in Al-Diwaniyah, Iraq

Layth Khalid Abdlhussein Almurumudhe; Ali Mahdad; Ahmed Abdulkadhim Johni; Zahra Yousefi

doi:10.61838/kman.ijes.7.3.1

Authors

Layth Khalid Abdlhussein Almurumudhe PhD Student, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. Author https://orcid.org/0009-0008-9133-8483
Ali Mahdad Associate Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. Author https://orcid.org/0031-9475-3284-6001
Ahmed Abdulkadhim Johni Assistant Professor, Department of, University of Al-Qadisiya, Al-Qadisiya, Iraq. Author https://orcid.org/0031-9475-3284-6001
Zahra Yousefi Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. Author https://orcid.org/0031-9475-3284-6001

DOI:

https://doi.org/10.61838/kman.ijes.7.3.1

Keywords:

academic engagement, academic procrastination, psychological capital, self-esteem, academic performance, Al-Diwaniyah, Iraq

Abstract

Purpose: The aim of the present study was to investigate the mediating role of self-esteem in the relationship between psychological capital, academic engagement, and academic procrastination with academic performance among high school students in Al-Diwaniyah, Iraq. Methodology: The research method was descriptive-correlational with a structural equation modeling design. Among the students of Al-Diwaniyah schools in the first semester of the 2023-2024 academic year, 250 were randomly selected using multi-stage cluster sampling, of which 194 completed the questionnaires. Data were collected using the Academic Performance Questionnaire (Pham & Taylor, 1990), the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984), the Academic Engagement Questionnaire (Fredricks et al., 2004), the Psychological Capital Questionnaire (Nguyen et al., 2012), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965), and analyzed using SPSS version 26 and AMOS version 24. Findings: The findings showed that there is a significant positive relationship between psychological capital and academic engagement with self-esteem and academic performance, and between self-esteem and academic performance (p < .01). Additionally, academic procrastination has a significant negative relationship with self-esteem and academic performance (p < .01). Furthermore, self-esteem partially mediates the relationship between psychological capital, academic engagement, and academic procrastination with academic performance. Conclusion: Based on the findings of this study, it can be concluded that fostering self-esteem through the development of psychological capital and effective academic strategies can lead to improved academic performance.