The Relationship Between Academic Self-Efficacy, Psychological Well-Being and Academic Engagement Among University Students: Evidence from Zambia

Abstract

The purpose of the study was to investigate the relationship between academic self-efficacy, psychological well-being, and academic engagement among university students, and to determine whether academic self-efficacy and psychological well-being have predictive value for academic engagement. A cross-sectional survey design was used in this study with a convenient sample of 70 (N=70). Three measuring instruments were used to collect data: the General Self-Efficacy Scale, the 8-item Psychological Well-Being Scale, and the University Student Engagement Inventory. Pearson correlation and regression analysis were used to analyze the data. Significant positive relationships were found between academic self-efficacy and psychological well-being, academic self-efficacy and academic engagement, as well as between psychological well-being and academic engagement. Finally, the research findings showed that only psychological well-being had predictive value for student engagement. Therefore, institutions of higher learning should tailor learning programs and policies to address this relationship.