Moderating effect of perceived lecturer support on academic self-efficacy and study engagement: evidence from a Ghanaian university

被引：18

作者：

Azila-Gbettor, Edem M. ^{[1
]}

Abiemo, Martin K. ^{[1
]}

机构：

[1] Ho Tech Univ, Dept Management Sci, Ho, Ghana

来源：

JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION | 2021年 / 13卷 / 04期

关键词：

Academic self-efficacy; Study engagement; Perceived lecturer support; Higher education; Ghana; CONFIRMATORY FACTOR-ANALYSIS; STUDENT ENGAGEMENT; SCHOOL ENGAGEMENT; TEACHER SUPPORT; MEDIATING ROLE; SOCIAL SUPPORT; PLS-SEM; ACHIEVEMENT; PERFORMANCE; CLASSROOM;

D O I：

10.1108/JARHE-04-2020-0079

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Purpose - The purpose of this paper is to investigate the relationships between academic self-efficacy, study engagement and perceived lecturer support within a higher education setup. Design/methodology/approach - A convenience sample of 376 respondents from a technical university in Ghana took part in the study by completing self-reported questionnaire. Data were analysed using descriptive statistics and partial least square-based structural equation modelling (PLS-SEM). Findings - Findings suggest academic self-efficacy and perceived lecturer support are positive and significant predictors of study engagement. In addition, perceived lecturer support was a significant moderator between academic self-efficacy and study engagement. Originality/value - This paper is one of the first to have tested a model including academic self-efficacy, study engagement and perceived lecturer support in a technical university setup from a developing country perspective.

引用

页码：991 / 1006

页数：16

共 116 条

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