Faculty
Year of Publication
upload
Publication Type
Abstract
The current study investigated the moderating role of student self-efficacy in the relationship between perceived social supports and student academic engagement among undergraduates.
The study adopted the descriptive survey research design. The population of the study comprised of 13,000 students from the faculty of education, in the eight (8) departments in Faculty of Education, University of Benin. The sample for the study consists of one hundred (100) students drawn from (5) departments in faculty of education, University of Benin. The simple random sampling technique was used in selecting the departments from the eight departments in faculty of education, University of Benin.
Multidimensional scale of perceived social support, Student self-efficacy scale and Utrecht work engagement scale for students were used as instruments for data collection. The Pearson correlation and moderation analyses were used to test the study hypotheses. The correlation coefficient (R= 0.853) indicates a strong positive relationship. Therefore, we conclude that there is a significant relationship between perceived social support, self-efficacy, and academic engagement among undergraduates in selected departments in the Faculty of Education, University of Benin.
The study suggests that University management should develop strategies towards ensuring that students are encouraged to engage in academic activities. Parents and guardians are encouraged to provide every social support necessary to improve the student’s academic engagement.
The study adopted the descriptive survey research design. The population of the study comprised of 13,000 students from the faculty of education, in the eight (8) departments in Faculty of Education, University of Benin. The sample for the study consists of one hundred (100) students drawn from (5) departments in faculty of education, University of Benin. The simple random sampling technique was used in selecting the departments from the eight departments in faculty of education, University of Benin.
Multidimensional scale of perceived social support, Student self-efficacy scale and Utrecht work engagement scale for students were used as instruments for data collection. The Pearson correlation and moderation analyses were used to test the study hypotheses. The correlation coefficient (R= 0.853) indicates a strong positive relationship. Therefore, we conclude that there is a significant relationship between perceived social support, self-efficacy, and academic engagement among undergraduates in selected departments in the Faculty of Education, University of Benin.
The study suggests that University management should develop strategies towards ensuring that students are encouraged to engage in academic activities. Parents and guardians are encouraged to provide every social support necessary to improve the student’s academic engagement.
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co-supervisor