From wisdom to efficacy: the mediating role of positivity ratio in the relationship between university students’ knowledge strengths and academic self-efficacy

The correlation between wisdom and knowledge strengths and academic self-efficacy is twofold: direct and indirect. The direct correlation is evident through positive emotions, while the indirect correlation manifests through the enhancement of academic self-efficacy. The findings emphasize that cognitive strengths and emotional balance collectively foster students' motivation and learning confidence. Interventions that integrate strength development, emotional regulation, and self-efficacy building may therefore be particularly effective in higher education settings.