The Predictive Ability of Academic Self-Efficacy Domains of Mindfulness and Academic Fatigue among High Achieving Students

Mohamed  Melhem; Abdalnaser  Aljrah; Mohammed  Shraideh; Waleed  Hayajneh

doi:10.35516/hum.v50i1.4386

Authors

Mohamed Melhem Al-Balqa Applied University, Jordan
Abdalnaser Aljrah Arab Gulf University, Kingdom of Bahrain
Mohammed Shraideh Al-Hussein Bin Talal University, Jordan
Waleed Hayajneh Al-Balqa Applied University, Jordan

DOI:

https://doi.org/10.35516/hum.v50i1.4386

Keywords:

Academic self-efficacy, mindfulness, academic fatigue, high achieving students

Abstract

The study examined the predictive ability of academic self-efficacy domains of mindfulness and academic fatigue among high-achieving students and sought to identify differences in the different domains of academic fatigue among high-achieving students due to gender and grade level. The sample of the study consisted of (87) high-achieving students selected using a purposeful sampling method. To achieve the objectives of the study, Academic Self-Efficacy; Mindfulness, and Academic Fatigue scales were employed. The results of the study indicated that the persistence domain of the academic self-efficacy total construct was the only significant predictor of academic fatigue among high-achieving students. It was able to account for (11.6%) of the total variance in academic fatigue. The study also showed that there were no statistically significant differences in academic fatigue levels among high-achieving students due to gender, while significant differences were found due to grade level, in favor of 12^th-grade students.

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