Mediating Role of Academic Self-Efficacy Between Insufficient Self-Control and School Dropout

School dropout is a devastating problem leading to negative consequences for not only individuals but also society. Therefore, numerous preventive measures and interventions have been implemented, but expected outcome have not been obtained despite vigorous efforts. This may indicate that dropout process is complicated and not limited to academic issues only. Therefore, it should be addressed using a more comprehensive approach including personal and more obstinate cognitive structures like schemas. In this study, the relationship between dropout and its possible predictors, insufficient self-control schema and academic self-efficacy was investigated with 365 high school students. Mediation analysis was conducted by means of PROCESS macro. It was found that academic self-efficacy fully mediated the relation between insufficient self-control and dropout, and the indirect effect was also found significant. Findings were discussed in the framework of literature.