Self-esteem plays a decisive role for students in achievement situations. However, it is still unclear how different self-esteem facets and their interactions influence academic achievement and which psychological mechanisms mediate these relationships. In Study 1, we investigated self-handicapping and effort-management as mediators of the effects of self-esteem facets on academic Study 2 achievement in a sample of N = 600 university students, while in we examined test anxiety as mediating variable in a sample of N = 1052 school students. Path analyses revealed various relations between self-esteem facets, learning strategies, test anxiety, and academic achievement. Moreover, effort-management and test anxiety were identified as meaningful mediators of the effects of self-esteem facets. Implications for further research and for educational practice are discussed.

自尊在成就情况下对学生起决定性作用。然而，尚不清楚不同的自尊面及其相互作用如何影响学业成就以及哪些心理机制介导这些关系。在研究1中，我们调查了N  = 600名大学生样本中的自我障碍和努力管理作为自尊面对学术研究2成绩影响的中介，而在调查中，我们将测试焦虑作为样本中的中介变量的N = 1052名在校学生。路径分析揭示了自尊方面，学习策略，考试焦虑和学业成绩之间的各种关系。此外，努力管理和考试焦虑被认为是自尊方面影响的重要中介。讨论了对进一步研究和教育实践的意义。