Mediating Effects of Academic Self-Efficacy in a Relationship Between Teacher Support and Student Engagement at University Level

Abstract

This study investigated teachers' perceived support and student engagement, mediated by academic self-efficacy. Students' motivation related to academics, confidence, and their engagement in learning are affected by the support they receive from teachers. This study investigated whether academic self-efficacy mediates the relationship between students’ feeling their teachers provide more support and their engagement in academic activities. Using a correlational survey method, the study used a quantitative research design. Student engagement, academic self-efficacy, and teacher support were assessed using standardized questionnaire. A descriptive analysis, correlation analysis, regression analysis, and mediation analysis were conducted using SPSS. Findings indicated that perceived teacher support was significantly correlated with student engagement. There was a positive correlation between student engagement and perceived teacher support. In addition, academic self-efficacy significantly mediated perceived teacher support and student engagement. Findings also showed that positive relationships between teachers and students enhance students' confidence and motivation. To improve academic performance, teachers, policymakers, and schools can use supportive teaching practices.

Keywords: Teacher Support, Student Engagement, Academic Self-Efficacy, Higher Education, Mediation