Psychological Flexibility and Academic Self-Efficacy

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dc.authorid0000-0002-6220-7715
dc.contributor.authorAksoy, Şeyhmus
dc.contributor.authorKonuk, Ayşe
dc.contributor.authorAlkhulayfi, Abdulmohsen Mohammed Abdullah
dc.contributor.authorGomez-Salgado, Juan
dc.contributor.authorYıldırım, Murat
dc.date.accessioned2026-08-13T08:21:37Z
dc.date.available2026-08-13T08:21:37Z
dc.date.issued2026
dc.departmentFakülteler, Sanat ve Sosyal Bilimler Fakültesi, Psikoloji Bölümü
dc.description.abstractIntroduction: 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 selfstigma 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 selfefficacy 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.
dc.identifier.citationAksoy, S., Konuk, A., Alkhulayfi, A. M. A., Gómez-Salgado, J., & Yildirim, M. (2026). Psychological flexibility and academic self-efficacy. European Journal of Psychology Open. Advance online publication.
dc.identifier.doi10.1024/2673-8627/a000109
dc.identifier.issn2673-8627
dc.identifier.urihttps://hdl.handle.net/20.500.12941/442
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.institutionauthorKonuk, Ayşe
dc.institutionauthorid0000-0002-6220-7715
dc.language.isoen
dc.publisherHogrefe AG
dc.relation.ispartofEuropean Journal of Psychology Open
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAcademic Self-Efficacy
dc.subjectPsychological Flexibility
dc.subjectWell-Being Literacy
dc.subjectBurnout-Driven Self-Stigma
dc.titlePsychological Flexibility and Academic Self-Efficacy
dc.typeArticle

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