Academic motivation and academic satisfaction: a moderated mediation model of academic engagement and academic self-efficacy

Abstract

Purpose

This study aims to investigate the conditional indirect effect of academic self-efficacy in the interplay between academic motivation and academic satisfaction through academic engagement among university students.

Design/methodology/approach

A cross-sectional study was performed on 1,638 Vietnamese university students (31.9% males and 68.1% females) aged 16 to 36 (Mean = 20.06, SD = 1.428). The participants filled out a questionnaire with the Vietnam versions of the General Self-Efficacy Scale, Academic Motivation Scale, Academic Life Satisfaction Scale and Academic Engagement Scale. Model 4 and Model 7 in the PROCESS macro were used for the mediation analysis and the moderated mediation analysis.

Findings

Results showed that the indirect effect of academic engagement on the academic motivation-academic satisfaction link was significant. Furthermore, academic self-efficacy moderated this indirect effect. The indirect effect was stronger among students with high academic self-efficacy and weaker among students with low academic self-efficacy.

Originality/value

This study’s findings contribute to educational research on academic satisfaction and can be used by institutions of higher education and educators to enhance academic satisfaction among university students.

Citation

Pham, T.T.H., Ho, T.T.Q., Nguyen, B.T.N., Nguyen, H.T. and Nguyen, T.H. (2024), "Academic motivation and academic satisfaction: a moderated mediation model of academic engagement and academic self-efficacy", Journal of Applied Research in Higher Education, Vol. 16 No. 5, pp. 1999-2012. https://doi.org/10.1108/JARHE-10-2023-0474