Introduction: In recent years, educators and educational psychologists have come to believe that students' expectations and beliefs about their abilities play a key role in their academic achievement. The purpose of this study was to explain the academic self-efficacy based on personality traits that mediates academic stress in students.
Methods: The present research is descriptive and correlational. The research community is the second-grade secondary school students of Yazd, of which 474 Students (186 boys and 288 girls) were selected by cluster random sampling and responded to a questionnaire of academic self-efficacy, a short form of a questionnaire of five major factors and a questionnaire on academic stress. Data were analyzed using structural equation modeling.
Results: The results of the direct effect of agreement and openness on experience on academic self-efficacy and the direct effect of psychosocialism, task-orientedness and openness to experience on academic stress and the effect of academic stress on academic self-efficacy were confirmed. These results also showed that academic stress has a mediator role between personality traits, task-orientedness, openness to experience and psychosocialism and academic self-efficacy.
Conclusions: In general, it can be concluded that personality traits lead to an increase in academic self-efficacy in students by reducing academic stress in facing stressful issues.