Towards an Integrative Model of Achievement Outcomes in Research Writing: A Predictive Analysis of Personal, Behavioural, and Environmental Factors.

Abstract

The study examined the influence of self-efficacy (PF), student engagement (BF), and mentorship (EF) on student’s achievement outcome in research writing. The participants in the study were graduating students and were composed of a sample size of N=257. Convenience and snowball sampling techniques were adopted in the sample selection from within the university. The study employed an explanatory research design and used a one-way and factorial ANOVA as the statistical techniques for data analysis. All one-way ANOVA to determine the direct effects of Self-efficacy F(1, 255)= 6.46, p<.011, Student Engagement effect F(1, 255)=4.40, p<.036 and Mentoring F(1, 255)=17.38, p<.000 on Student’s achievement outcome in research writing were statistically significant, including the factorial ANOVA to determine the interaction effect of self-efficacy × student engagement × mentoring F(1,249)=9.56, p<.002. The interaction result suggests that students with high self-efficacy, high engagement and positive mentoring are likely to have high levels of achievement outcome in research writing. In contrast, a combination of low self-efficacy, negative mentoring and low student engagement is likely to lead to a very low achievement outcome in research writing.