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

被引：17
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
收藏
页码：991 / 1006
页数：16
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