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The study examines a mediated, moderated process of students' intellectual engagement from optimism, academic self-efficacy and academic burnout.

Five hundred and twenty-seven participants who completed a self-reported questionnaire were selected using a convenient sampling technique. PLSc was used to test the proposed hypotheses.

Results showed that optimism positively affects students' intellectual engagement and academic self-efficacy. Additionally, academic self-efficacy correlates positively with students' intellectual engagement and further mediates the relationship between optimism and intellectual engagement. Finally, the moderation effect of academic burnout was positive and non-significant.

This paper is among the first to have tested a model including optimism, academic self-efficacy, intellectual engagement and academic burnout in a university setup from a developing country perspective.

The paper examined the mediating effect of meaningfulness of study on the relation between self-efficacy and academic programme satisfaction within higher education setup.

A total of 376 randomly selected students took part in the study by completing a self-reported survey. Data were analysed using PLS-SEM.

Results suggest self-efficacy and meaningfulness of studies positively predict student's satisfaction with academic programme. Besides, meaningfulness of study mediates the relation between self-efficacy and student's satisfaction of academic programme.

This study is one of the first to provide empirical evidence of the influence of meaningfulness of studies on self-efficacy and student academic programme satisfaction in the higher education context.

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.

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 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.

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.

The purpose of this paper is to consider the implication of self-efficacy training for international students (SETIS). International students faced various transitional challenges which also potentially attenuate their academic performance. Social Cognitive Theory (SCT) is sufficient in explaining this phenomenon as well as suggesting self-efficacy enhancement strategies.

This paper is a speculative viewpoint on the implications of SETIS. The author reviewed relevant literature and systematically constructing the SETIS based on the SCT. The SCT was used to design an appropriate training to help international students cope with transitional challenges which significantly attenuate their academic performance.

The SCT and self-efficacy theory were relevant in designing the training for international students. There are four key elements of the SETIS: goal-setting; effort explanation; modeling; and sharing and evaluation. The implementation of SETIS follows the common rule in conducting effective training including need assessment and post-training evaluation. Information from academic performance record, English as Second Language test score, General Self-efficacy Scale, Students’ Adaptation to College Questionnaire, and Focus Group Discussion is also necessary to justify the need for SETIS.

Despite theoretical evidence of the SETIS, further research is necessary to test the effectiveness of this training. Future study in this specific area should focus on examining the effectiveness of the training.

This paper addressed important issues in international education. A systematic effort in providing robust and theoretical-based training for international students is necessary. By considering the importance of self-efficacy and academic performance, this paper had begun an initial effort in designing training for international students who are struggling for a transitional challenge. Additionally, this paper provides a practical guideline in implementing SETIS.

Identifying the best predictors of environmental citizenship behavior (ECB) has been a major concern of both researchers and educators aimed at protecting environmental quality and sustain person-environment transactions. This study aims to examine the unique contribution of personality traits and self-efficacy beliefs to the ECB of university youth in Sri Lanka.

Quantitative research approach used. The internet-based survey method was used to collect data from undergraduates studying at six state universities and two nonstate universities. The measurement items of five personality traits, ECB and academic self-efficacy were adopted on established scales from the literature.

Multiple regression results revealed that the personality traits of extraversion, agreeableness and openness to experience, as well as academic self-efficacy, are significant predictors of ECB. Extraversion, agreeableness, conscientiousness and openness to experience significantly influenced academic self-efficacy. Model 6 of the PROCESS macro results indicated that academic self-efficacy partially mediated the contribution of extraversion, agreeableness and openness to experience traits to ECB.

These findings have broad implications for interventions aimed at enhancing youth environmental behavior. Whereas personality traits represent stable individual characteristics that mostly derive from individual hereditary endowment.

The study showed a holistic approach in explaining ECB that combined both personality traits and self-efficacy beliefs, indicating that they are interrelated and should not be treated in isolation.

Students’ performance in academic settings, to a great extent, is an outcome of personal determinants of individuals. So, it becomes necessary to understand the role of personality traits in gaining desired academic outcomes. This investigation attempts to study some selected personality traits’ contribution to students’ self-efficacy and disaffection and the further impact of these two variables on academic performance.

To attain the target of the study, a sample of 455 university students from state-owned universities of Haryana, India, has been drawn based on the snowball sampling technique. The researcher used Google Forms to collect primary data. The structure equation modeling technique has been applied to analyze the relation between studied variables.

Findings of the study showed a significant positive association of personality traits named agreeableness, conscientiousness and extraversion with self-efficacy that further contributes to academic performance. Also, students’ agreeableness and conscientiousness were negatively associated with students’ disaffection, discouraging an individual’s academic performance. Extraversion did not show any significant association with students’ disaffection.

Studies are available exploring variables like personality traits, student disaffection and self-efficacy. This study attempts to study all these variables together to understand their impact on academic performance.

Substantial empirical research has addressed the antecedents of students’ academic performance. Building on these insights, the purpose of this paper is to extend the related literature by investigating the impact of students’ exploration on their academic performance. Furthermore, to provide a better understanding of this relationship the authors incorporate two sequential mediators, namely, information seeking and academic self-efficacy.

Quantitative approach using self-report questionnaires. This study was conducted in the Hellenic Open University through a specially designed questionnaire. The authors collected data from 248 students attending a postgraduate course in Healthcare Management.

The results showed that information seeking and in turn academic self-efficacy mediate the positive association between exploration and academic performance. Both theoretical and practical implications are also discussed.

Students’ exploration plays an important role in enhancing both their information seeking and self-efficacy which in turn affects their academic performance.

The purpose of this paper is to explore students’ perception and use of English in higher education (HE) institutions in Malaysia. In doing so, it aims to better understand the relationship between students’ perception of English and academic self-efficacy, particularly since English is used as a medium of instruction in HE institutions.

Approximately, 980 questionnaires were distributed to four HE institutions to explore relationships and patterns of students perceived English language proficiency and academic self-efficacy as potential variables shaping their academic performance. About 838 students participated.

The findings revealed that although students did not rate their English proficiency very highly, they placed high value on English in regards to their academic performance and job prospects upon graduation. More importantly, the findings also show that the majority of the students had high academic self-efficacy beliefs in L2, and were more accurate at calibrating their efficacy beliefs with subsequent performance in academic settings, unlike typical research findings on Asian students as generally holding lower self-efficacy beliefs. This finding was evidenced by the strong and positive relationship between perceived English language competence and academic self-efficacy in L2.

It is imperative that students’ academic self-efficacy beliefs be enhanced as it has been revealed to mobilise motivation and cognitive resources. It is also necessary to offer targeted support services specifically designed to further help students to improve their English academic skills.

In this study, rewards offered by instrumental motivation in terms of increased academic literacy and career appear to supersede the motive of identification with the L2 language community. It is likely that students in Malaysian HE institutions are becoming increasingly motivated to study due to their own visions and desires, rather than as a result of external requirements. Such findings should be capitalised since self-efficacy is predictive of academic performance.

The purpose of this study is to investigate a theoretical framework that examines and extends understanding of the role of cognitive/information processing, learning motivation and learning task behaviors in facilitating student engagement, course persistence and academic performance.

Student subjects were used to collect survey data. Hierarchical regression analysis was used to test the impact of active teaching, academic self-efficacy and task avoidance on the dependent variables – course grade, course persistence and expectancy for success.

Active teaching and academic self-efficacy were positive predictors of course grade while task avoidance was a negative predictor of course grade. Course persistence was positively impacted by academic self-efficacy and diminished by task-avoidance behaviors. Academic self-efficacy was shown to positively impact expectancy for success.

The results confirm the importance of adopting active teaching techniques, the need for periodic opportunities for experienced academic success and the need for coaching on self-regulation of study habits and class attendance behaviors.

This study builds on prior calls for more investigations on the role of teaching style on student psychological responses, engagement, learning task behaviors and academic performance. The teaching and learning processes were examined on four levels – attention/engagement, encoding, processing/synthesizing and learning task behaviors. In addition, prior work was extended by incorporating behavioral indicators (e.g. task avoidance) of learning motivation as opposed to reliance on self-reported levels of motivation that may have not been consistent with actual behaviors.

One of the goals of various European Union (EU) organizations (i.e. Roma and non-Roma nonprofits) is the integration of Roma into the educational system. A challenge for the educational systems of EU countries, therefore, is to determine how to support the academic performance of Roma. Understanding the positive and negative factors related to Roma’s academic performance and achievement is an important first step in increasing academic success among this minority group.

A quantitative experimental design was used both online and face-to-face to examine whether stereotype threat had an influence on the academic performance of Roma in Slovakia and second, whether such threat was moderated by social identification and academic self-efficacy.

The results showed that stereotype threat does influence Roma in Slovakia and there were direct effects of social identity and academic self-efficacy on academic performance of the face-to-face participants.

Consistent with stereotype threat theory, to the best of authors’ knowledge, this research is the first to show that a stereotype threat did harm the academic performance of the face-to-face Roma sampled. Further, although many studies have examined stereotype threat effects on academic performance, little is known regarding whether social identification and academic self-efficacy have an influence on such threats. The results of the study show that social identification and academic self-efficacy had a significant direct influence on academic performance.