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A social cognitive perspective on the relationship between intolerance of uncertainty and academic self-efficacy among EFL high school students
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DOI：10.1016/j.lmot.2025.102237.png)
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Abstract
En 中文
Academic Self-Efficacy (ASE) is acknowledged as a vital factor influencing student success, but the impact of personal variations in handling uncertainty has not been thoroughly examined. While earlier studies have identified connections between anxiety and reduced ASE, the precise role of Intolerance of Uncertainty (IU) and the cognitive-affective processes involved warrant additional exploration. To fill this gap, the current study utilized a mixed-methods approach to investigate the connection between IU and ASE in a sample of 274 high school students. During the quantitative phase, data gathered via validated self-report instruments were subjected to Pearson correlation and regression analysis. This analysis uncovered a strong negative correlation between IU and ASE, with prospective anxiety and inhibitory anxiety identified as significant predictors. To enhance these findings, thematic analysis was conducted on reflective journals from a carefully chosen subsample of 18 students, resulting in three significant themes that demonstrated how IU impacted learners' experiences: a) heightened threat appraisal of ambiguous tasks, (b) avoidance of challenging academic situations, and (c) impaired self-regulation strategies. The findings collectively emphasize the importance of IU as a significant psycho-affective element that negatively impacts students' academic confidence. This suggests that educational strategies aimed at enhancing tolerance of uncertainty, by fostering adaptive coping mechanisms and alleviating anxiety in uncertain situations, could be crucial in advancing ASE and bolstering students' overall academic well-being.
Keywords:
Intolerance of uncertainty
Academic self-efficacy
Mixed-methods design, High school students
Qualitative research
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