The Role of Academic Self-Efficacy in Predicting Need for Knowledge among Postgraduate Students

Abstract

The need for knowledge is a crucial psychological factor affecting student achievement. Revealing graduate students' need for knowledge and its influencing factors is essential for academic success. This study was designed with the specific aim of uncovering the role of the need for knowledge in shaping the academic self-efficacy of graduate students at the College of Education at King Faisal University. It used the comparative predictive correlational description approach, and the researcher used two scales (academic self-efficacy—Need for knowledge) to collect data from 243 male and female students in the postgraduate stage of the College of Education at King Faisal University. The study found a high need for knowledge and academic self-efficacy. Age (46-55) was a significant factor, while gender and department were not. Older students (46-55) had higher academic self-efficacy. The need for knowledge predicted academic self-efficacy among graduate students. The study highlighted high cognitive engagement and academic self-efficacy among students. Cognitive skills were the most influential factor for academic self-efficacy, followed by academic behavior.