Exploring the Impacts of Academic Self-Efficacy on Learning Engagement and Academic Success Among Chinese Master’s Students
Abstract
This study examines the correlation of academic self-efficacy, learning engagement, and academic achievement among Chinese master’s students. Reviewing prior research reveals that while there is ample theoretical knowledge on the positive impact of self-efficacy on academic achievement, there is a lack of detailed case studies providing practical guidance, particularly in the context of Chinese students. This paper builds this gap using a quantitative research design that allows the collection of primary data in the form of structured questionnaires and testing hypotheses using multiple regression analysis to draw inferences from a sample size of 214. The research finds that: (1) academic self-efficacy significantly and positively impacts academic achievement. The dimensions of grades, verbalising, and studying contribute positively, whereas attendance shows no significant effect; (2) academic self-efficacy positively influences learning engagement, with grades, studying, and attendance playing significant roles, while verbalising does not; and (3) learning engagement significantly improves academic achievement, indicating that higher engagement correlates with greater academic success. The results of R-square of 0.514 indicate 51.4% variance in academic achievement, showing a significant impact of self-efficacy and learning engagement. Based on this, the study recommends that universities and institutions build confidence in students’ academic abilities and adopt proactive learning habits to enhance self-efficacy.
https://doi.org/10.26803/ijlter.24.4.1
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