Previous research has largely failed to separate the between- and within-person effects in the longitudinal associations between academic stress, academic self-efficacy, and psychological distress (symptoms of anxiety and depression). Filling this research gap, this study investigated if academic self-efficacy mediated the relationship between academic stress and psychological distress at the intraindividual level during 3 years of upper secondary school. Gender moderation was also examined in the hypothesised model. The present sample consisted of 1508 Norwegian adolescents (baseline M age = 16.42; 52.9% high perceived family wealth; 70.6% Norwegian-born). The random intercept cross-lagged panel model results indicated (1) positive and time-invariant direct effects from academic stress to psychological distress, (2) academic self-efficacy partially mediated these effects, and (3) psychological distress impacted later academic stress. Academic stress was more strongly related to academic self-efficacy and psychological distress at the interpersonal level for boys, while the intraindividual impact of academic stress on psychological distress was stronger for girls. The study findings might have implications for school-based implementation strategies and theoretical development.

先前的研究在很大程度上未能区分学业压力、学业自我效能感和心理困扰（焦虑和抑郁症状）之间纵向关联的人与人之间的影响。为了填补这一研究空白，本研究调查了高中三年期间，学业自我效能感是否在个体层面上调节学业压力和心理困扰之间的关系。假设模型中还对性别调节进行了检验。目前的样本包括 1508 名挪威青少年（基线 M 年龄 = 16.42；52.9% 的人认为家庭财富较高；70.6% 出生于挪威）。随机截距交叉滞后面板模型结果表明（1）学业压力对心理困扰产生积极且不随时间变化的直接影响，（2）学业自我效能感部分调节了这些影响，（3）心理困扰影响了后来的学业压力。对于男孩来说，学业压力与学业自我效能感和人际层面的心理困扰的相关性更强，而对于女孩来说，学业压力对心理困扰的个体影响更大。研究结果可能对校本实施策略和理论发展产生影响。