The Mediating Role of Learning Engagement Between Self-Efficacy and Academic Achievement Among Chinese College Students

Figures & data

Table 1 Exploratory Factor Analysis (EFA)

Scales	Kaiser Meyer Olkin	χ2	p	Eigenvalues	Total % of Variance
Academic Self-Efficacy Scale	0.928	10,362.009	<0.001	7.602	34.554
Learning Engagement Scale	0.961	13,790.002	<0.001	9.609	56.524
Academic Achievement Scale	0.933	11,993.296	<0.001	8.199	43.155

Table 2 Descriptive Statistics and Correlations (N = 1158)

Variables	1	2	3	4	5
1. Gender	–
2. Age	−0.20***	–
3. Academic self-efficacy	−0.11***	0.10***	-
4. Learning engagement	−0.03	0.14***	0.51***	-
5. Academic achievement	0.05	0.04	0.54***	0.58***	-
M	1.53	19.37	3.38	4.22	4.19
SD	0.49	1.16	0.51	0.92	0.67

Notes: ***Indicates P < 0.001, Statistically significant.

Figure 1 The direct effect of academic self-efficacy on academic achievement in college students (standardized coefficients).

Notes: ***P < 0.001.

Table 3 Intermediate Effect Bootstrap Test

Path	Standard Path Effect Value	P value
AS→AA	0.453	<0.001
AS→LE	0.918	<0.001
LE→AA	0.284	<0.001
Gender → AS	−0.100	<0.001
Age → AS	0.034	<0.01
Age → LE	0.077	<0.001

Abbreviations: AS, academic self-efficacy; AA, academic achievement; LE, learning engagement.

Figure 2 The mediating effect of learning engagement in college students (standardized coefficients).

Notes: **P< 0.01, ***P < 0.001.

Figure 3 The mediating effect of learning engagement in male college students (standardized coefficients).

Notes: *P < 0.05, ***P < 0.001.

Figure 4 The mediating effect of learning engagement in female college students (standardized coefficients).

Notes: **P< 0.01, ***P < 0.001.