ArticleFrontiers in psychology2025
From wisdom to efficacy: the mediating role of positivity ratio in the relationship between university students' knowledge strengths and academic self-efficacy.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Grounded in positive psychology and the broaden-and-build theory, this study examined how VIA-IS Wisdom and Knowledge predicts academic self-efficacy via the positivity ratio, distinguishing Learning Ability Efficacy and Learning Behavior Efficacy. Drawing on positive psychology and the broaden-and-build theory, this study tested a mechanism model linking Methods: A cross-sectional online survey was conducted with 531 Chinese university students (73% female, 27% male; 34% urban Hukou, 66% rural; recruited from five comprehensive/normal universities in southwestern China across education, psychology, management, and engineering majors). Measures included the wisdom and knowledge dimension of the VIA-IS, the revised Chinese Positive and Negative Affect Schedule for computing positivity ratio, and the Academic Self-Efficacy Scale. Data were analyzed by SPSS 27.0 using correlation, mediation and multivariate GLM analyses to test the hypothesized strengths → emotions → efficacy pathway. Results: Students with higher wisdom and knowledge strengths and higher positivity ratios reported stronger academic self-efficacy ( Conclusion: The correlation between wisdom and knowledge strengths and academic self-efficacy is twofold: direct and indirect. The direct correlation is evident through positive emotions, while the indirect correlation manifests through the enhancement of academic self-efficacy. The findings emphasize that cognitive strengths and emotional balance collectively foster students' motivation and learning confidence. Interventions that integrate strength development, emotional regulation, and self-efficacy building may therefore be particularly effective in higher education settings.
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