| Autor: |
Martin K. Abiemo, Edem M. Azila-Gbettor |
| Rok vydání: |
2020 |
| Předmět: |
|
| Zdroj: |
Journal of Applied Research in Higher Education. 13:991-1006 |
| ISSN: |
2050-7003 |
| DOI: |
10.1108/jarhe-04-2020-0079 |
| Popis: |
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. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
|
