The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance

Moustafa Abd-Elmotaleb, Sudhir K. Saha


This study examines the mediating influence of academic self-efficacy on the link between perceived academic
climate and academic performance among university students. The participants in the study consist of 272
undergraduate students at the University of Assiut, Assiut, Egypt. A scale to measure perceived academic climate,
was developed. To ensure this scale was both reliable and valid we used Crombach's alpha test. We relied on
Landry's category "self-efficacy for academic achievement" from The College Student Self-Efficacy Scale
(CSSES) to assess academic self-efficacy. Participants' GPAs were used as a measure of academic performance.
Descriptive statistics, (Person Product Moment Correlation, T-test as well as simple and multiple regressions)
were used to analyze the data. The results demonstrated that perceived academic climate and academic
self-efficacy significantly correlated with students' academic performance. The mediating effect of academic
self-efficacy on the relationship between perceived academic climate and students' academic performance was
also established. It is worth mentioning that academic self-efficacy mediated the relationship between perceived
academic climate and academic performance in the theoretical schools sample (full mediation), male and female
samples (partial mediation). In contrast, it could not mediate this relationship in the practical schools sample. On
the basis of the findings, it was recommended that academic self-efficacy should be enhanced using counseling

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Journal of Education and Learning   ISSN 1927-5250 (Print)   ISSN 1927-5269 (Online)


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