Self-efficacy and well-being in students of pedagogy and teacher education programmes: The moderating role of passion

Agnieszka Bochniarz; Urszula Olejnik

doi:10.35765/mjse.2026.1529.08

Agnieszka Bochniarz Maria Curie-Skłodowska University in Lublin, Poland https://orcid.org/0000-0002-5675-3314
Urszula Olejnik Maria Curie-Skłodowska University in Lublin, Poland https://orcid.org/0000-0003-2391-123X

DOI: https://doi.org/10.35765/mjse.2026.1529.08

Keywords: passion, self-efficacy, well-being, students of pedagogical faculties and teacher education faculties, moderation analyses

Abstract

Research objectives and problems: The aim of the study is to determine whether passion moderates the relationship between self-efficacy and well-being – in both its eudaimonic and hedonic dimensions – in students of pedagogical and teacher education programmes. The study addresses the following research problem: Does passion moderate the relationship between self-efficacy and eudaimonic and hedonic well-being in students of pedagogical and teacher training programmes, and, if so, in what manner?

Research methods: The data for this analysis were collected using the General Self-Efficacy Scale (GSES), the Psychological Well-Being Scale (PWBS), the Satisfaction with Life Scale (SWLS), and the Self-Reported Passion Scale (SRPS).

Process of argumentation: The article begins by introducing the concepts of self-efficacy, well-being and passion. It then outlines the research methods, followed by an analysis and discussion of the results.

Research results and their impact on the development of educational sciences: The results show that the moderating role of passion in the relationship between self-efficacy and well-being occurs only in the context of hedonic well-being, not for eudaimonic well-being.

Conclusions and recommendations: In light of the obtained data, the systematic reinforcement of self-efficacy among university students should be regarded as key.

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