The mediating role of academic self-efficacy in the relationship between personality traits and students' classroom silent behavior

The aim of this study was to investigate the mediating role of academic self-efficacy in the relationship between personality traits and class silence behavior of sixth-grade female students in Shahrekord. The method of the present study was correlation and structural equation modeling. The statistical population of the study included all sixth-grade female students in Shahrekord city in the academic year 1401-1400 in the number of 4800 people who were selected as a research sample by multi-stage cluster random sampling. Data collection tools included Behnamfar et al.'s (CSBQ) (2015) class silence behavior, Costa and McCreery personality traits (NEO_PI) (1998), and Jings& Morgan (1999) academic self-efficacy ((MJSENS)).SPSS25 and AMOS25 software were used to analyze the research data. The results showed that the model has a favorable fit. Personality traits, except conscientiousness, have a direct and causal effect on class silence behavior (P <0.01). Moreover, openness to experience, agreeability, and conscientiousness through academic self-efficacy has a causal and indirect effect on class silence behavior (P <0.01). Therefore, paying attention to personality traits and academic self-efficacy is very important in order to reduce the behavior of classroom silence and increase students' class participation.