Aarti Chahal, Ravin Kadian, Ritu Yadav and Chand Prakash
This research was conducted to establish and validate a model between self-efficacy, learning motivation and academic satisfaction. The mediating effect of classroom engagement…
Abstract
Purpose
This research was conducted to establish and validate a model between self-efficacy, learning motivation and academic satisfaction. The mediating effect of classroom engagement between learning motivation and academic satisfaction was also tested.
Design/methodology/approach
This empirical investigation was conducted over a sample of 446 students from state-owned universities in Haryana, India. The sample was drawn using the stratified random sampling technique. A semi-structured questionnaire was distributed for data. Structural Equation Modeling (SEM) using AMOS was used for data analysis.
Findings
The study’s results found that self-regulation, perceived control, persistence and competence were significantly associated with learning motivation, which further proved the significant association with academic satisfaction. The mediating effect of classroom engagement between learning motivation and satisfaction was significant.
Originality/value
This study uniquely examines the interplay between self-efficacy, learning motivation and academic satisfaction among university students, highlighting the crucial mediating role of classroom engagement. By focusing on students from top state-owned universities, it provides valuable insights into how classroom dynamics influence academic outcomes.
Details
Keywords
Aarti and Ravin Kadian
Students’ performance in academic settings, to a great extent, is an outcome of personal determinants of individuals. So, it becomes necessary to understand the role of…
Abstract
Purpose
Students’ performance in academic settings, to a great extent, is an outcome of personal determinants of individuals. So, it becomes necessary to understand the role of personality traits in gaining desired academic outcomes. This investigation attempts to study some selected personality traits’ contribution to students’ self-efficacy and disaffection and the further impact of these two variables on academic performance.
Design/methodology/approach
To attain the target of the study, a sample of 455 university students from state-owned universities of Haryana, India, has been drawn based on the snowball sampling technique. The researcher used Google Forms to collect primary data. The structure equation modeling technique has been applied to analyze the relation between studied variables.
Findings
Findings of the study showed a significant positive association of personality traits named agreeableness, conscientiousness and extraversion with self-efficacy that further contributes to academic performance. Also, students’ agreeableness and conscientiousness were negatively associated with students’ disaffection, discouraging an individual’s academic performance. Extraversion did not show any significant association with students’ disaffection.
Originality/value
Studies are available exploring variables like personality traits, student disaffection and self-efficacy. This study attempts to study all these variables together to understand their impact on academic performance.