A pathway to engagement: the mediating role of self-efficacy between interpersonal relationships and academic engagement

Abstract

There is a growing need to understand the role of social and personal factors in relation students’ academic engagement. This study aimed to examine the mediating role of self-efficacy in the relationships between interpersonal relationships (parents, peers, and teachers) and learning engagement (cognitive, behavioural, agentic, and emotional) among 477 high school students from Malaysia. The research applied a cross-sectional approach and data was obtained via survey questionnaires. Descriptive statistics were computed, and a structural equation modeling (SEM) approach with AMOS software was utilized for data analysis regarding measurement model and hypotheses testing. The structural model revealed that self-efficacy fully mediated the relationships between interpersonal relationships and the four dimensions of student engagement. The study highlights the importance of positive interpersonal relationships with parents, peers, and teachers in fostering students’ self-efficacy and subsequently enhancing their engagement in various aspects of their academic life. These results have implications for educators and psychological practitioners in promoting supportive environments that foster self-efficacy and engagement among high school students.

Keywords

• Interpersonal relationships
• self-efficacy
• student engagement
• high school
• Malaysia
• Victoria Simms, University of Ulster: Ulster University, United Kingdom