Academic motivation and academic satisfaction: a moderated mediation model of academic engagement and academic self-efficacy

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Applied Research in Higher Education Pub Date : 2024-01-11 DOI:10.1108/jarhe-10-2023-0474

Thi Thuy Hang Pham, Thi Truc Quynh Ho, Be Thi Ngoc Nguyen, Hung Thanh Nguyen, Thi Ha Nguyen

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Abstract

Purpose

This study aims to investigate the conditional indirect effect of academic self-efficacy in the interplay between academic motivation and academic satisfaction through academic engagement among university students.

Design/methodology/approach

A cross-sectional study was performed on 1,638 Vietnamese university students (31.9% males and 68.1% females) aged 16 to 36 (Mean = 20.06, SD = 1.428). The participants filled out a questionnaire with the Vietnam versions of the General Self-Efficacy Scale, Academic Motivation Scale, Academic Life Satisfaction Scale and Academic Engagement Scale. Model 4 and Model 7 in the PROCESS macro were used for the mediation analysis and the moderated mediation analysis.

Findings

Results showed that the indirect effect of academic engagement on the academic motivation-academic satisfaction link was significant. Furthermore, academic self-efficacy moderated this indirect effect. The indirect effect was stronger among students with high academic self-efficacy and weaker among students with low academic self-efficacy.

Originality/value

This study’s findings contribute to educational research on academic satisfaction and can be used by institutions of higher education and educators to enhance academic satisfaction among university students.

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学习动机和学习满意度：学习参与和学习自我效能的调节中介模型

目的本研究旨在探讨大学生的学业自我效能感通过学业参与在学业动机和学业满意度之间相互作用的条件间接效应。被试填写了越南版的一般自我效能感量表、学习动机量表、学习生活满意度量表和学习参与量表。结果表明，学业参与对学业动机-学业满意度联系的间接影响是显著的。此外，学业自我效能感调节了这一间接效应。这一间接效应在学业自我效能感高的学生中更强，而在学业自我效能感低的学生中更弱。

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来源期刊

Journal of Applied Research in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

11.80%

发文量

期刊介绍： Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices