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Moderating effect of perceived lecturer support on academic self-efficacy and study engagement: evidence from a Ghanaian university

Edem M. Azila-Gbettor (Department of Management Sciences, Ho Technical University , Ho, Ghana)
Martin K. Abiemo (Department of Management Sciences, Ho Technical University , Ho, Ghana)

Journal of Applied Research in Higher Education

ISSN: 2050-7003

Article publication date: 3 September 2020

Issue publication date: 12 October 2021

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Abstract

Purpose

The 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/approach

A 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).

Findings

Findings 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/value

This 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.

Keywords

Citation

Azila-Gbettor, E.M. and Abiemo, M.K. (2021), "Moderating effect of perceived lecturer support on academic self-efficacy and study engagement: evidence from a Ghanaian university", Journal of Applied Research in Higher Education, Vol. 13 No. 4, pp. 991-1006. https://doi.org/10.1108/JARHE-04-2020-0079

Publisher

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Emerald Publishing Limited

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