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The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement

Author

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  • Qian Meng

    (Department of Higher Education, College of Education, Bohai University, Jinzhou 121013, China)

  • Qi Zhang

    (Department of Higher Education, College of Education, Bohai University, Jinzhou 121013, China)

Abstract

Challenges and competition are being faced in higher education. Students’ unsatisfactory academic performance and dropouts are obvious problems worldwide. The “student-centered” pedagogy requires universities to pay attention to the needs of students. Research has demonstrated that academic self-efficacy is a positive psychological variable in the prevention of students becoming academically burnt out and withdrawing from their studies. By increasing academic engagement and improving academic performance, academic self-efficacy can reduce the dropout rates. This study attempted to achieve an in-depth comprehension of the nexus between academic self-efficacy and academic achievement among university students and the mediating role of academic engagement in the association between the two. A total of 258 participants were included in the cross-sectional study. The relationships among academic self-efficacy, academic engagement, and academic performance were examined using Pearson correlation coefficients. In order to examine the intermediating role of academic engagement in the relationship between academic self-efficacy and academic performance, a mediation analysis was applied. A favorable and strong correlation among academic self-efficacy, academic engagement, and academic performance was found in this study. Academic self-efficacy can be a direct predictor of academic achievement and can also be an indirect predictor of academic achievement via the intermediating effect of academic engagement. The findings of this study provide theoretical and practical recommendations for university researchers and administrators. The findings confirm the mediating role of academic engagement between academic self-efficacy and academic performance. The results provide universities with evidence for use in the design of projects and programs for the improvement of students’ academic performance. Increasing the level of academic self-efficacy and enhancing academic engagement are of utmost importance for university students to maintain and improve their academic performance.

Suggested Citation

  • Qian Meng & Qi Zhang, 2023. "The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement," Sustainability, MDPI, vol. 15(7), pages 1-14, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:7:p:5767-:d:1107774
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    References listed on IDEAS

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    1. Sarah Randall Johnson & Frances King Stage, 2018. "Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates?," The Journal of Higher Education, Taylor & Francis Journals, vol. 89(5), pages 753-781, September.
    2. Abbas Abdollahi & Amity Noltemeyer, 2018. "Academic hardiness: Mediator between sense of belonging to school and academic achievement?," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(3), pages 345-351, May.
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    Cited by:

    1. Amal Mohamed Zayed, 2024. "Academic Self-efficacy and its Relationship to Academic Competitiveness, Academic Procrastination, and Cognitive Flexibility among Undergraduate Students," International Journal of Higher Education, Sciedu Press, vol. 13(1), pages 1-57, February.
    2. Roberta Pinna & Gianfranco Cicotto & Hosein Jafarkarimi, 2023. "Student’s Co-Creation Behavior in a Business and Economic Bachelor’s Degree in Italy: Influence of Perceived Service Quality, Institutional Image, and Loyalty," Sustainability, MDPI, vol. 15(11), pages 1-20, June.
    3. Leilei Wang & Li Liu & Xue Meng & Qiyue Gao & Mengyi Fan, 2024. "The Relationship between Geographical Self-Efficacy and Academic Achievements in Geography: A Moderated Mediating Model," Sustainability, MDPI, vol. 16(7), pages 1-17, March.

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