[论文解读] Student self-management, academic achievement: Exploring the mediating role of self-efficacy and the moderating influence of gender insights from a survey conducted in 3 universities in America

Zhao Zhi, Ren Ping+1 more|arXiv (Cornell University)|Apr 17, 2024

Higher Education and Employability被引用 5

一句话总结

该研究考察学生自我管理如何与学业成就相关，其中自我效能在这一联系中起中介作用，性别在其中起调节作用，基于对三所美国大学的调查数据。

ABSTRACT

Excellent students are not only those who master more effective and efficient learning techniques to acquire and apply information. Even in the absence of correct learning, they are able to self-motivate, evaluate, and adjust their behavior. This study aims to explore the relationship between student self-management and academic achievement, with a focus on investigating the mediating role of self-efficacy and the moderating influence of gender in this relationship. A total of 289 students from three universities in the United States participated in this research. The results of the study indicate that students' level of self-management is positively correlated with their academic achievement, with self-efficacy playing a mediating role in this relationship and gender exerting a certain moderating effect. This study provides important insights into understanding the relationship between student self-management and academic achievement and supports the crucial role of educational leaders in educational practice.

研究动机与目标

• 研究学生自我管理与学业成就之间的关系。
• 检验自我效能是否在这一关系中发挥中介作用。
• 评估性别是否调节自我管理与成就之间的关系。

提出的方法

• 使用来自三所美国大学的289名学生的调查数据。
• 以自我效能为中介变量检验中介模型。
• 检验性别对中介路径的调节效应。

实验结果

研究问题

• RQ1 学生自我管理是否与学业成就正相关？
• RQ2 自我效能是否在自我管理与成就之间起中介作用？
• RQ3 性别是否调节自我管理与学业成就之间的关系，或通过自我效能的中介路径？

主要发现

• 自我管理水平与学业成就呈正相关。
• 自我效能在自我管理与学业成就之间起中介作用。
• 性别对自我管理–成就路径具有调节影响。
• 本研究为教育实践和领导力在培养自我管理以提升成就方面提供了见解。