Sustainable Engagement and Academic Achievement Under Impact of Academic Self-Efficacy Through Mediation of Learning Agility—Evidence From Music Education Students

• Published in: Frontiers in psychology Vol. 13; p. 899706
• Main Author: Jian, Zhang
• Format: Journal Article
• Language: English
• Published: Frontiers Media S.A 14.06.2022
• Subjects: academic achievement; learning agility; motivation; Psychology; self-efficacy; sustainable performance
• ISSN: 1664-1078; 1664-1078
• DOI: 10.3389/fpsyg.2022.899706

The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect data from 325 music education students studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling (SEM) technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students’ academic engagement and achievement.