{"title":"Measuring academic self-efficacy and learning outcomes: the mediating role of university English students' academic commitment","authors":"","doi":"10.1186/s40862-024-00253-5","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>Studying determinant factors for effective learning communities has become a priority for sustainable education in Yemen. Yet, comprehensive knowledge of academic self-efficacy (ASE), academic commitment (AC), and learning outcomes (LOs) variables is limited in higher education, particularly. This research aimed to examine the role of these variables in enhancing the learning attainments of Yemeni university students by studying the direct impacts of ASE and AC on LOs, the influence of ASE on AC, and, lastly, how AC mediates the relationship between ASE and LOs. The research employed a meticulously validated measurement model encompassing 12 ASE items, 10 LOs items, and 27 AC items, using robust statistical methods such as EFA, CFA, and SEM. The study engaged 611 students aged 19–27. Empirical findings confirmed the significant impact of ASE on AC and LOs, as well as the impact of AC on LOs, both of which serve as vital factors in the academic context. Moreover, the research identified an indirect influence of ASE on LOs mediated through AC. On the other hand, the results concerning the demographic variables indicated significant differences between gender and age groups, as well as between age and educational level groups. However, no differences were found when comparing gender and level groups or when considering gender, age, and level together for ASE and LOs. In contrast, for students' AC, all comparisons were significant except for the gender and age comparison. The study offers valuable insights into educational practices and policies and concludes with practical recommendations to enhance the academic environment, informed by these study outcomes.</p>","PeriodicalId":36383,"journal":{"name":"Asian-Pacific Journal of Second and Foreign Language Education","volume":"1 1","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asian-Pacific Journal of Second and Foreign Language Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1186/s40862-024-00253-5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Studying determinant factors for effective learning communities has become a priority for sustainable education in Yemen. Yet, comprehensive knowledge of academic self-efficacy (ASE), academic commitment (AC), and learning outcomes (LOs) variables is limited in higher education, particularly. This research aimed to examine the role of these variables in enhancing the learning attainments of Yemeni university students by studying the direct impacts of ASE and AC on LOs, the influence of ASE on AC, and, lastly, how AC mediates the relationship between ASE and LOs. The research employed a meticulously validated measurement model encompassing 12 ASE items, 10 LOs items, and 27 AC items, using robust statistical methods such as EFA, CFA, and SEM. The study engaged 611 students aged 19–27. Empirical findings confirmed the significant impact of ASE on AC and LOs, as well as the impact of AC on LOs, both of which serve as vital factors in the academic context. Moreover, the research identified an indirect influence of ASE on LOs mediated through AC. On the other hand, the results concerning the demographic variables indicated significant differences between gender and age groups, as well as between age and educational level groups. However, no differences were found when comparing gender and level groups or when considering gender, age, and level together for ASE and LOs. In contrast, for students' AC, all comparisons were significant except for the gender and age comparison. The study offers valuable insights into educational practices and policies and concludes with practical recommendations to enhance the academic environment, informed by these study outcomes.
摘要 研究有效学习社区的决定性因素已成为也门可持续教育的当务之急。然而，在高等教育领域，对学术自我效能感（ASE）、学术承诺（AC）和学习成果（LOs）变量的全面了解还很有限。本研究旨在通过研究学术自我效能感和学术承诺对学习成果的直接影响、学术自我效能感对学术承诺的影响，以及学术承诺如何调解学术自我效能感和学习成果之间的关系，来探讨这些变量在提高也门大学生学习成绩方面的作用。研究采用了经过严格验证的测量模型，包括 12 个 ASE 项目、10 个 LOs 项目和 27 个 AC 项目，并使用了 EFA、CFA 和 SEM 等稳健的统计方法。研究涉及 611 名 19-27 岁的学生。实证研究结果证实了 ASE 对 AC 和 LOs 的重要影响，以及 AC 对 LOs 的影响。此外，研究还发现了 ASE 通过 AC 对学习成果的间接影响。另一方面，有关人口统计学变量的结果表明，性别组和年龄组之间以及年龄组和教育程度组之间存在显著差异。然而，在 ASE 和 LO 方面，比较性别组和教育水平组，或同时考虑性别、年龄和教育水平组，均未发现差异。相反，在学生的交流方面，除性别和年龄比较外，其他比较均有显著性差异。本研究为教育实践和政策提供了有价值的见解，并根据这些研究成果，为改善学术环境提出了切实可行的建议。
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