Undergraduate Students’ Self-Efficacy and Attitudes toward Technology as Predictors of Academic Achievement

This study analyzed the relationship between academic self-efficacy and academic performance among university undergraduate students. The study was conducted to attest the relationship and differences between academic self-efficacy and academic performance among university undergraduate students. The sample was drawn from two universities (public and private) on which the questionnaire to measure academic self-efficacy and the Cumulative Grade Point Average (GPA) was distributed to participants (140 females and 153 males) selected from three faculties (Education, humanities, science) using stratified sampling. The universities were selected purposively. Descriptive and inferential statistics were used to analyze the differences and relationship between academic self-efficacy and academic performance among university undergraduate students. The results obtained revealed that there is a statistically significant relationship between academic self-efficacy and academic performance among university undergraduate students (r (293) = .816, p < .01). There were differences noted as regards gender in the students’ academic self-efficacy (t (291) = 2.76, p < .01), and academic performance (t (291) = 1.56, p < .05). From the results of this study it is recommended that universities institute measures to enhance students’ academic self-efficacy as it has been noted that it is related to their academic performance. Article visualizations:

This study attempts to identify the potential impacts of socio-economic factors on undergraduate students’ academic performance in Bangladesh. In this study, cross-sectional primary data have been collected from 300 randomly selected undergraduate students of the Social Science faculty, University of Dhaka. Among them, 164 are male students and 136 are female students. Sample students have been selected randomly through a simple random sampling method and a structured questionnaire containing both closed and open-ended questions has been used to collect data. Analysis of Covariance (ANCOVA) model is used to find out the impacts of all these socio-economic variables on undergraduate students’ academic performance or CGPA (Cumulative grade point average). The OLS estimation technique is used for estimating slope coefficients of independent variables. The main findings of this study show that class attendance, study hour, previous academic results, university admission test scores, family income, father’s education, mother’s education, and group study have a positive and significant impact on under-graduate students’ CGPA (Cumulative grade point average). And the dummy variables of gender, participation of part time-job, and extra-curriculum activities have a negative impact on CGPA. By analyzing the findings of this paper, it can be concluded that the academic performance of undergraduate students can be improved by motivating students about their regular class attendance and per day study hours, providing strong educational basement at the school and college level, providing free adult education, giving financial support to the students of a poor family, ensuring ICT based education system and free internet access for both teachers and students.

This study aims to explore gender, race, stress and sleep quality as factors which influence the academic performance of undergraduate students. The samples of study involved 80 students from the Faculty of Cognitive Science and Human Development, Universiti Malaysia Sarawak. Questionnaire used in the data collection comprising demographic information, stress questionnaire (Student Stress Inventory (SSI)) and sleep quality questionnaire (Pittsburgh Sleep Quality Index (PSQI)). The academic performance of the undergraduate students in this study was measured by their cumulative grade point average (CGPA). The result of the study showed that female students performed better than male students; whilst non-Bumiputera students performed better than Bumiputera students. The study also found that the higher the stress level of a student (SSI score), the lower his or her CGPA results. Moreover, the findings showed that there is a significant difference in FCSHD undergraduates’ academic performance based on their sleep quality, in which the mean of CGPA for students with good sleep quality is higher than that of students with bad sleep quality. Ultimately, the study reveals that gender and race do play a part in the academic performance of students and having good sleep quality and a little bit of stress is equally important in learning and helpful in attaining good grades and hence, should be leveraged by students.

The academic performance of undergraduate and postgraduate students at universities is significantly influenced by a variety of student-related factors. One of the main problem students in private universities in Kuwait are facing that affected their academic performance is the hybrid environment during the pandemic. This study aims assess from a higher educational aspect and it examines how affective learning outcomes post pandemic are influenced by the gender of the students and their educational status (undergraduate or postgraduate students). The four main indicators used to build the research method are: satisfaction, perception of experience (perceived usefulness, ease of use, and perceived behavioral control), perception of benefits (general learning effectiveness, knowledge sharing and increasing, study skills improvement, and sense of progress), and academic performance. Gender and educational level were chosen as moderating factors to reveal differences in the measured results. The study is conducted during the fall semester of 2022. We are targeting students of undergraduate and postgraduate levels studying during the semester post pandemic in Kuwait. A total of 125 students from private universities in Kuwait will be taking part in the research. SmartPLS 3.0 and JAMOVI were used for processing data analysis. Structure equational modelling (SEM) approach is implemented to determine the differences between gender and education level in relation to students affective learning outcomes. Lastly, our study reveals how distinctive aspects of affective learning outcomes impact academic learning outcomes post pandemic using linear regression analysis. Conclusively, among the studied factors, the perceived benefit of a postgraduate student had a greater effect on academic performance, while it was the satisfaction level that showed a higher impact on undergraduate students during distance learning. Keywords: Kuwait; university students; affective learning outcome; academic performance; post-pandemic DOI: 10.7176/EJBM/15-5-09 Publication date: February 28 th 2023

PurposeTo identify the relationship between academic procrastination, performance, self-efficacy, and satisfaction, we investigate the mediational role of academic self-efficacy between academic procrastination and satisfaction, and between academic performance and satisfaction, respectively, among undergraduate students of local technology universities in China.MethodsA cross-sectional study was conducted involving 388 undergraduate students from 22 local technology universities in Hubei, China. Data was collected through an online questionnaire measuring academic procrastination, performance, self-efficacy, and satisfaction. Descriptive statistics and Pearson correlation coefficients were used to analyze the relationship between variables. Structural equation modeling analysis and the bootstrap method were employed to examine the mediating effect of academic self-efficacy on the relationship between academic procrastination, academic performance, and academic satisfaction, respectively.Results(a) Academic procrastination was widespread, with 47.6% of respondents exhibiting high levels and 30.2% showing moderate tendencies. (b) Academic procrastination exhibited a negative and statistically significant relationship with academic self-efficacy and satisfaction, respectively. Conversely, academic performance was positively and statistically significantly associated with self-efficacy and satisfaction. Furthermore, academic self-efficacy displayed a positive and statistically significant correlation with academic satisfaction. (c) Academic self-efficacy mediated the relationship between academic procrastination and satisfaction as well as between academic performance and satisfaction.ConclusionThis study highlights the mechanism of academic satisfaction of undergraduate students, with a particular emphasis on the mediating role of academic self-efficacy, especially verifying its mediating role between academic performance and satisfaction. The findings hold significant implications for policymakers, university administrators, educators, and undergraduate students, offering insights for enhancing academic satisfaction in undergraduate learning and contributing to expanding the mechanistic understanding of academic satisfaction.

PurposeCreating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.Design/methodology/approachThe research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used for data collection on the views of students towards the use of CL with particular reference to the 5 dimensions of positive interdependence (PDI), promotive interaction (PI), individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP). The questionnaire was validated using confirmatory factor analysis. Structural equation modelling was used to test proposed relationships. A total of 341 questionnaires were administered through an email survey. Of the total, 149 completed questionnaires were received from the students, giving a return rate of 43.7%.FindingsThe results showed that positive interdependence, promotive interaction, social and interpersonal skills, individual and group accountability as well as group processing were important antecedents to the effective implementation of CL in universities. The results further showed that CL plays a significant role in improving the academic performance of university students; hence, academic performance was viewed as a significant consequence of CL.Research limitations/implicationsThis is the first study on the application of CL to enhance the academic performance of university students in the context of Zimbabwe. As a result, caution should be exercised when generalising the results as more studies to either confirm or disconfirm these results in the context of Zimbabwe may still be required.Practical implicationsThese results have implications on policy and practice with regards to active teaching strategies in universities. With regards to practice, the results demonstrated that the use of group activities that allow students to share knowledge and support each other while the teacher plays a facilitating role is important for enhancing students' academic performance. With regards to policy, the results showed that universities can enhance the academic performance of students if policies that promote student-centered teaching and learning approaches to ensure that teaching in universities is more student-led than lecturer-led are developed.Originality/valueWhile many studies have been conducted in other contexts, to establish the influence of CL on the academic performance of university students, there is no known study on the influence of CL that has been conducted in the context of Zimbabwean universities. The results of this study therefore are an eye opener on the role of CL in enhancing the academic performance of students in Zimbabwean universities.

Parents play an important role in shaping the academic achievement of their children. This study aimed to investigate the association between parental factors and university students’ academic self-efficacy and academic achievement, and the correlation between academic self-efficacy and the academic achievement of university students within the context of Malaysia. The cross-sectional study recruited participants using an online questionnaire, which included demographic information such as age, current education status, current working status, Cumulative Grade Point Average (CGPA) and parents’ monthly income, the Parental Encouragement Scale (PES), and Academic Self-efficacy (ASE) Scale. A total of 196 participants responded to the survey. The results of the Pearson’s correlation showed that parental encouragement was positively correlated with academic self-efficacy (r (196)=.144, p=.044), whilst academic self-efficacy was positively correlated with CGPA (r (196) = .241, p=.001). The multiple linear regression model showed that part-time working status (β=-.184, p=.008) and academic self-efficacy (β=.252, p<.001) were significantly associated with CGPA. Parents should be encouraged and trained to develop academic self-efficacy in their children.

Smartphone use has become integral to daily life, particularly among university students. While smartphones provide educational benefits, their overuse and addiction may negatively impact academic performance. This study investigates the prevalence of smartphone use, addiction levels, and their associations with academic performance among undergraduate students in Bangladesh. A cross-sectional survey was conducted on 615 undergraduate students from seven universities. The smartphone addiction scale-short version (SAS-SV) measured addiction levels, while academic performance was assessed via self-reported cumulative grade point average (CGPA). Descriptive statistics and logistic regression analyses were performed to explore associations. Among respondents, 29.1% were categorized as smartphone-addicted based on SAS-SV thresholds. Key predictors of higher academic performance (CGPA>3.0) included male gender (adjusted odds ratio (AOR): 3.71, 95% confidence interval (CI): 2.47–5.59, p<0.01), rural background (AOR: 1.64, 95% CI: 1.11–2.43, p=0.01), and attending private universities (AOR: 1.85, 95% CI: 1.28–2.74, p<0.01). Smartphone use for educational purposes was positively associated with better academic outcomes (AOR: 1.48, 95% CI: 0.95–2.30, p<0.01). Although smartphones are widely used for academic purposes, excessive use for stress relief or non-educational activities may harm academic outcomes. Interventions promoting responsible use and raising awareness about smartphone addiction are crucial for enhancing academic performance among university students.

Background: This study investigates the academic performance of students, enrolled at the University of Lahore, Pakistanto different programs in Spring-2019. The study measuredthe academic performance of students using the Cumulative Grade Point Average (CGPA). The variables under consideration were academic performance(students’ percentage, CGPA, and GPA). A total number of nine hundred and fifty eight (958) students were enrolled in Spring-19 with CGPA’s in Undergraduate BS (Hons) Programs, (246) Graduate (MS/MPhil.) Programs, and (11) Postgraduate (Ph.D.) Programs. Objective: The report aims to identify the relationship between percentage of marks with undergraduates and graduates, enrolled at the University of Lahore, Pakistan to different programs in Spring-2019. Methods: Undergraduate BS (Hons), Graduate (MS/M.Phil.) and Postgraduate (PhD) students were taken as the target population for the research sample. Data were collected with the help of an array of technology support, and management. For analysis, the frequency analysis, descriptive analysis and correlation are used through the aid of Statistical Package for the Social Science (SPSS) version 23. Results: Results show that the performance of students, enrolled with a weak academic background, had poor performance in enrolled programs. On the other hand, students, enrolled with high academic background, maintained their excellent performance in the first semester of their enrolled programs. Also, we observe that the students who were enrolled with a high percentage of marks show poor and average performance in the first semester. Conclusions: We can infer from this analysis that only the students who were enrolled with a high percentage can achieve a high GPA in the semester. And likewise, students who weren’t enrolled with a good percentage of marks cannot achieve a high GPA in the first semester. Originality: This is the original work of author and not submitted for publishing in other publications.

Interaction with school teachers usually reveals that the academic performance of some students goes down year by year in a much unexpected manner. A cursory look at examination results at secondary school level in the State of Haryana lays bare the whole scenario of low-achieving in various examinations. The school teachers claim starting the academic sessions with zeal and furore to bring reasonable enhancement in the academic performance of students but, to their dismay, end up with hoards of low-achievers in almost every classDiscussion with Stake-holdersThe investigators had prolonged discussions on the dismal situation with all stake-holders in a random manner to understand the causes behind low-achieving of students as well as low self-efficacy and to find out ways and means of correcting the situation. From our discussions with school-teachers officials of examination board, students in the low-achiever category, and parents of low-achievers, it came out that such students face neglect in the teaching process and they are generally not encouraged to take active part in learning process. Some teachers even opined that such students are not capable to bring enhancement in their academic performance and are dubbed as duffers. The students too came out with bizarre excuses of finding no time for studies at home, not getting good books and no problem solving by teachers.ConsequenceThe investigators were not satisfied with the outcome of discussions held with the stake-holders and thought to find out ways and means to enhance the academic performance and self-efficacy of lowachievers. Various methods of instruction were discussed to improve study habits of low-achievers and finally, the investigators decided to explore the possibilities of improving academic performance and self-efficacy of low-achievers through the use of better study habits in co-operative classroom setting. It was decided to include in the study only those students who got second division third division or failed in their previous school examination or board examination. The first divisioners were excluded from the study.Definition of termsAcademic Performance: Academic performance is the level of knowledge gained or skills developed in school subjects represented by examination scores of students. Such performance is measured by objective type achievement test developed by class teachers under supervision of the investigators.Self-efficacy: Bandura (1977) first coined the term 'self-efficacy' precisely to point out 'a person's specific beliefs about his ability to perform certain actions or bring about intended outcomes. Selfefficacy forms part of the self-concept but it concerns one's expectations about personal competence in relation to a behavioural domain i.e. one's capability to delineate a specific activity without attrition. Bandura (1982) demonstrates that a persons self-efficacy determines how much effort he is willing to expand and how long he will continue his efforts in the face of adverse experiences. According to him, self-efficacy mechanism in human agency emanates from various sources viz. (i) enactive information; (ii) vicarious experiences; (iii) verbal persuasion, and (iv) physiological symbols. It means that a person can evaluate his self-efficacy from direct experiences; from seeing others perform; from social persuasion about his capability to achieve specific goal; and from his own arousal system. The verbal and non-verbal behaviour of significant others, especially teachers and role models, can make a learner feel aroused. Self-efficacy or one's belief about one's ability to perform specific actions also includes the subjective component of volition.Students Team Achievement Division (STAD: This is a most significant method of cooperative learning which means cooperating to learn and learning to cooperate. Slavin (1980) devised this method in which four-or-five member learning teams are formed consisting of high and low achievers without any differentiation of racial or gender groups so that one team represents the contiguity of the whole class. …

The influence of academic self-efficacy on academic performance: A systematic review

Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. To examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a predictor of academic achievement and emotions and to test reciprocal relations between academic emotions and achievement. Two hundred and six first-year undergraduate students. Academic self-efficacy was measured at the beginning of the first semester and learning-related emotions (LREs) at the beginning of the second semester. Academic performance was aggregated across assessments in semester one and semester two. Self-efficacy in study-related skills and behaviours predicted: (1) better semester one academic performance and (2) more pleasant and fewer unpleasant LREs at the beginning of the second semester directly and (3) indirectly through semester one academic performance. Reciprocal relations between academic performance and emotions were supported, but only for pleasant emotions. Self-efficacy in study-related skills was the critical academic self-efficacy variable in this study. It may play an important role in maintaining challenge appraisals to maintain pleasant emotions and better academic performance. Accordingly, practitioners in higher education may wish to consider the value of assessing and developing students' self-efficacy in relation to their independent study skills.

This study sought to investigate the correlation between epistemic curiosity, academic self-efficacy, and self-regulated learning in undergraduate students. The study explored how academic self-efficacy mediated the interaction between epistemic curiosity and academic self-regulating learning. Selected from many colleges in Islamabad and Rawalpindi, a suitable sample of 240 students—120 male and 120 female—aged 18 to 25 years (M=20.47, SD=1.39). The present research applied the epistemic curiosity scale (Litman, 2008), academic self-efficacy scale (Sachitra & Bandra, 2017), and the academic self-regulatory learning Questionnaire (Nambiar et al., 2022). Pearson product-moment correlation indicated a substantial positive correlation among university students' epistemic curiosity, academic self-efficacy, and academic self-regulatory learning. Using Structural Equation Modeling (SEM), mediation studies found that academic self-efficacy greatly mediated the link between epistemic curiosity and academic self-regulatory learning among university students. The results showed that undergraduate students' academic self-efficacy greatly enhanced the positive link between epistemic curiosity and academic self-regulatory learning, to maintain the positive relationship between undergraduate students' sense of epistemic curiosity and self-regulated learning, this study highlights the importance of academic self-efficacy, guiding for improving teaching strategies. It also provides empirical data to direct behavior increasing curiosity and confidence, fostering better academic performance.

Student academic performance in college online courses was examined in relation to selfregulated learning, motivation and academic self-efficacy.The Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia & McKeachie, 1991) was used to identify participants' self-regulated learning, motivation and academic self-efficacy.Both correlational and hierarchical multiple regression analyses were used to identify the relationships between and among students' academic performance, self-regulated learning, motivation and academic selfefficacy while prior online experience, degree requirement of courses, and instructor feedback were held constant.Results of the correlation analysis indicate that self-regulated learning, motivation and academic self-efficacy are positively related to students' performance in their online courses.Results of the hierarchical multiple regression indicate that self-regulated learning, motivation and academic self-efficacy account for 43% of the variance in students' grades, with academic self-efficacy playing the most important role in accounting for variations in students' success in their online courses.In addition, when the linear effects of all major student related factors were considered in the regression analysis, the relationships between students' academic performance and motivation, and self-regulated learning changed.Motivation became negatively related to students' performance and self-regulated learning was no longer found to have a significant relationship with students' performance.Overall, results suggest that self-regulated learning, motivation and academic self-efficacy are related to students' academic performance in their online courses.However, when self-regulated learning, motivation and academic self-efficacy are considered together, self-regulated learning becomes unimportant for good academic performance and high motivation becomes negatively related to students' success in their online courses.

The purpose of the study is to examine the effect of extracurricular activities (ECA) on academic performance of the students in Hajee Mohammad Danesh Science and Technology University (HSTU) Dinajpur, Bangladesh. To define the effect more clearly we have disaggregated the extracurricular activities in to several parts such as sports activities, cultural activities, social work activities and political activities. A total of 270 students from nine faculties have been selected to collect data using stratified random sampling method. Students who have received at least two semester results have been considered for collection of valid information. Data were collected by face- to- face interview using a structured questionnaire .We used linear regression model and perform ordinary least square method (OLS) to estimate the regression coefficients. Findings of this study indicate that there is a negative but insignificant association between involvement in overall extracurricular activities and academic achievement. But when we separately estimates the models for different particular extracurricular activities we find that only the involvement in social activities has a significant negative impact on academic performance as measured by cumulative grade point average (CGPA) while other extracurricular activities like sports, cultural activities and political activities has no significant impact on CGPA of the student.