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Jafari S, Hazbeh Zadeh M. Developing a Causal Model of Academic Self Efficacy and Negative Silence: The Mediating Role of Fear of Negative Evaluation. Iranian Journal of Medical Education 2026; 26 :1-10
URL: http://ijme.mui.ac.ir/article-1-5869-en.html
URL: http://ijme.mui.ac.ir/article-1-5869-en.html
Department of educational Governance and Human Resources, Ahv.C., Islamic Azad University Ahvaz, Iran , sepideh-jafari@iauahvaz.ac.ir
Abstract: (14 Views)
Introduction: Classroom silence is regarded as a form of negative classroom behavior. Academic self-efficacy and fear of negative evaluation are among the influential factors associated with negative silence. This study endeavored to investigate the mediating role of fear of negative evaluation in the relationship between academic self-efficacy and negative silence among students of Ahvaz Jundishapur University of Medical Sciences.
Methods: This analytical–correlational study employed structural equation modeling. From a temporal perspective, it was a cross‑sectional survey, and in terms of data collection, it was survey‑based. The population consisted of 6403 students of during the academic years 2024–2025. The sample size was determined as 362 students using the Morgan table, and participants were selected through simple random sampling. Data were collected using standardized questionnaires. Data analysis was conducted at both descriptive and inferential levels. At the descriptive level, indices such as mean and standard deviation were examined, and at the inferential level, Pearson correlation coefficients and structural equation modeling were applied to evaluate the relationships among variables.
Results: The results of structural equation modeling indicated that academic self‑efficacy had a significant effect on reducing negative silence (β = −0.76, p < 0.001). Besides, academic self‑efficacy indirectly reduced negative silence through decreasing fear of negative evaluation (β= −0.51, p < 0.001). The positive and significant effect of fear of negative evaluation on negative silence (β= 0.89, p < 0.001) indicates the partial and significant mediating role of this variable in the relationship between academic self‑efficacy and negative silence.
Conclusion: The findings indicate that students with higher levels of academic self‑efficacy experience lower fear of negative evaluation, and this process indirectly leads to a reduction in negative silence.
Methods: This analytical–correlational study employed structural equation modeling. From a temporal perspective, it was a cross‑sectional survey, and in terms of data collection, it was survey‑based. The population consisted of 6403 students of during the academic years 2024–2025. The sample size was determined as 362 students using the Morgan table, and participants were selected through simple random sampling. Data were collected using standardized questionnaires. Data analysis was conducted at both descriptive and inferential levels. At the descriptive level, indices such as mean and standard deviation were examined, and at the inferential level, Pearson correlation coefficients and structural equation modeling were applied to evaluate the relationships among variables.
Results: The results of structural equation modeling indicated that academic self‑efficacy had a significant effect on reducing negative silence (β = −0.76, p < 0.001). Besides, academic self‑efficacy indirectly reduced negative silence through decreasing fear of negative evaluation (β= −0.51, p < 0.001). The positive and significant effect of fear of negative evaluation on negative silence (β= 0.89, p < 0.001) indicates the partial and significant mediating role of this variable in the relationship between academic self‑efficacy and negative silence.
Conclusion: The findings indicate that students with higher levels of academic self‑efficacy experience lower fear of negative evaluation, and this process indirectly leads to a reduction in negative silence.
Type of Study: Original research article |
Subject:
Educational Management
Received: 2025/06/16 | Accepted: 2025/11/29 | Published: 2026/04/30 | ePublished: 2026/04/30
Received: 2025/06/16 | Accepted: 2025/11/29 | Published: 2026/04/30 | ePublished: 2026/04/30
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