Mediating and moderating role of academic self-efficacy in the relationship between student academic support and personal growth initiative

The primary goal of the current study was to investigate the mediating and moderating effects of the academic self-efficacy in the relationship between student academic support and personal growth initiative. The Turkish version of the Personal Growth Initiative Scale, the Student Academic Support Scale, and the Academic Self-efficacy Scale were administrated to a sample of 237 university students, between the ages of 18 and 23. The present study showed that academic self-efficacy and student academic support were positively related to personal growth initiative. Regression-based mediation analysis indicated that the effect of student academic support on personal growth initiative was mediated by academic self-efficacy. However, the effect of student academic support on personal growth initiative was not moderated by academic self-efficacy. These findings suggested that the student academic support was both direct and indirect effects on personal growth initiative.