Academic journal article Journal of Education and Learning

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

Academic journal article Journal of Education and Learning

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

Article excerpt


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 strategies.

Keywords: academic climate, academic self-efficacy, performance, Egypt

1. Introduction

Since the late 1950s, observers of educational and business organizations have garnered a rich array of research data from the study of organizational climate (Smith, 2002). Originally, "climate was used as a general notion to express the enduring quality of organizational life" (Hoy and Sabo, 1998). Organizational climate is descriptive of the total organization, and although measured, is gauged primarily by the perception of its members. In the educational setting, the organizational academic climate is the multidimensional social space conformed by a very complex net of social and psychological interactions among members of an academic community, where processes of educational institutions take place (Flories, Rodriguez and Franco, 2010). Research demonstrated that open and healthy educational institute's climate represents a vital role in the development of purposefully directed educational institute environment (Hoy and Feldman, 1987, 1999).

Hoy and Miskel (1996) assert that educational climate is a relatively enduring quality of the entire educational institute that is experienced by members, describes their collective perceptions of routine behavior, and affects their attitudes and behavior in the educational institute. Investigating the concept of organizational academic climate in educational institutes has proven to be challenging. A closer look at the relationship of the educational institute climate to student learning and performance is needed, especially in Arab countries, as few studies have concentrated on the effects of the educational climate on student performance. It is worth mentioning, that the connection between academic climate and student academic performance has been well-established in research (Kober, 2001; Smith, 2002; Loukas and Robinson, 2004; Norton, 2008).

On the other hand, self-efficacy has its root in the social cognitive theory proposed by Bandura (1986). Self-efficacy is concerned with a person's beliefs in his or her capabilities to learn or perform behavior at designated levels (Bandura, 1986, 1997). The burgeoning interest in self-efficacy could be attributed to the consistent claims by Bandura that judgments of capability a person brings to a specific task are strong predictors of the performance that results from that task and mediates the other determinants of that performance (Adeyemo, 2007). …

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