scholarly journals نمذجة العلاقات السببیة بین المشارکة الأکادیمیة والکفاءة الذاتیة الأکادیمیة والأداء الأکادیمی لدى طلاب الجامعة. Modeling Causal Relationships between Academic Engagement- Academic Self-Efficacy and Academic Performance for University Students

2020 ◽  
Vol 39 (3) ◽  
pp. 348-387
Author(s):  
إبراهیم سید أحمد عبد الواحد ◽  
السید الشبراوی أحمد حسانین
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Causal Relationships ◽  
Academic Self Efficacy

Learning Goal Orientation and Academic Performance: A Dynamic model

2021 ◽  
pp. 106907272110434
Author(s):  
Bingjie Lu ◽  
Yingxin Deng ◽  
Xiang Yao ◽  
Zhe Li
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Self Regulation ◽  
Regulation System ◽  
Feedback Seeking ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

Positive Emotions, Autonomy Support and Academic Performance of University Students: The Mediating Role of Academic Engagement and Self-efficacy

2017 ◽  
Vol 22 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Xavier Oriol-Granado ◽  
Michelle Mendoza-Lira ◽  
Carmen-Gloria Covarrubias-Apablaza ◽  
Víctor-Michel Molina-López
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Self Efficacy ◽  
Academic Engagement ◽  
Autonomy Support ◽  
Positive Emotions ◽  
Mediating Role

scholarly journals Differences in academic self-efficacy, psychological wellbeing and achievement drive in university students with high and low academic performance

2018 ◽  
Vol 35 (1) ◽  
pp. 7-17 ◽  
Author(s):  
Diana Irasema Cervantes Arreola ◽  
◽  
María Dolores Valadez Sierra ◽  
Angel Alberto Valdés Cuervo ◽  
Jesús Tánori Quintana ◽  
...  
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Self Efficacy ◽  
Psychological Wellbeing ◽  
Academic Self Efficacy

Knowledge hiding in academia: an empirical study of Indian higher education students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Neha Garg ◽  
Asim Talukdar ◽  
Anirban Ganguly ◽  
Chitresh Kumar
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Self Efficacy ◽  
The Body ◽  
Equation Modeling ◽  
Content Type ◽  
Indian Higher Education ◽  
Knowledge Hiding ◽  
Academic Self Efficacy

Purpose This study aims to investigate the role of knowledge hiding (KH) on academic performance, using three antecedents – relatedness with peers, territoriality of knowledge and performance motivation. It also looked into the moderating role of academic self-efficacy upon student’s KH behavior and academic performance. The research was grounded on the theory of reasoned action. Design/methodology/approachx Structural equation modeling (SEM) was used to analyze the five hypotheses. The data was collected through a primary survey based on a structured questionnaire with a sample size of 324 students from the Indian higher education institutions. Findings The study found that performance motivation and territoriality are positively associated with KH, which is further positively related to students’ academic performance. Sense of relatedness had no influence upon KH behavior, implying that proximity of social relationships does not predict KH behavior among students. Additionally, it was also observed that while evasive (a situation where the knowledge hider deliberately provides incorrect, partial or misleading information) and rationalized KH (a situation where the knowledge hider tries to provide a rational justification for not sharing the knowledge) had a significant influence on the academic performance of the students, the effect of “playing dumb” was not significant. The study did not reveal any moderating effect of academic self-efficacy on all three forms of KH and academic performance. Practical implications The findings of the study are expected to be valuable for instructors, administrative authorities and policymakers at the higher education level, to create a more conducive teaching and learning environment. Out of the three hiding strategies, students indulge more often in rationalized KH. Based on the outcomes of this research, management may focus toward the creation of an institutional environment conducive toward knowledge sharing interdependency among students. Originality/value One of the novel contributions of this study is that it analyzes Indian higher education, providing a developing country perspective, thereby contributing to the body of knowledge in knowledge management and hiding. The study also intends to understand the interplay of constructs such as KH, territoriality, sense of relatedness and academic performance, which have not been discussed previously within the higher education context, thus making the research work original. The study was done among the students and hence, brings in the academic perspective in the KH literature, which has seen limited research impetus.

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