Moderating effect of perceived lecturer support on academic self-efficacy and study engagement: evidence from a Ghanaian university

Abstract

PurposeThe purpose of this paper is to investigate the relationships between academic self-efficacy, study engagement and perceived lecturer support within a higher education setup.Design/methodology/approachA convenience sample of 376 respondents from a technical university in Ghana took part in the study by completing self-reported questionnaire. Data were analysed using descriptive statistics and partial least square-based structural equation modelling (PLS-SEM).FindingsFindings suggest academic self-efficacy and perceived lecturer support are positive and significant predictors of study engagement. In addition, perceived lecturer support was a significant moderator between academic self-efficacy and study engagement.Originality/valueThis paper is one of the first to have tested a model including academic self-efficacy, study engagement and perceived lecturer support in a technical university setup from a developing country perspective.