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

Authors

  • Victor Chikampa School of Social Science- Mulungushi University-Kabwe, Zambia Author
  • Kabutu Catherine Mwangala School of Social Sciences- Mulungushi University-Kabwe, Zambia Author
  • Jacqueline Siwale Texila American University-Lusaka, Zambia Author
  • Obinna Banda Onukogu School of Social Sciences- Mulungushi University-Kabwe, Zambia Author
  • Greyard Tembo School of Engineering & Technology, Mulungushi University, Kabwe Zambia Author

DOI:

https://doi.org/10.5281/zenodo.15072510

Keywords:

Academic self-efficacy, Psychological well-being, Academic engagement

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.

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Published

24-03-2025

How to Cite

The Relationship Between Academic Self-Efficacy, Psychological Well-Being and Academic Engagement Among University Students: Evidence from Zambia. (2025). Journal of Advanced Studies in Social Sciences, 3(1). https://doi.org/10.5281/zenodo.15072510

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