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The Mediator of Academic Self - Efficacy (ASE) in Academic Achievement (AA) among Law Undergraduates from Private-owned Universities in Beijing of China

Li Hao, Dr. Fatimah Binti Tamb, Fu Rong
International Journal of Social Science and Education Research, (2024), Vol.7, No.12, pp.278-288
Published: November 12, 2024
DOI: 10.6918/IJOSSER.202412_7(12).0033
PDF: Download Full Text PDF
Abstract

This study explores the mediating role of Academic Self-Efficacy (ASE) in the relationship between various predictors and Academic Achievement (AA) among law undergraduates at private universities in Beijing, China. Academic self-efficacy, the belief in one's ability to succeed in academic tasks, has been shown to influence academic performance significantly. Using a quantitative research design, this study collected data from 500 law undergraduates through a structured questionnaire, measuring their levels of self-efficacy, motivation, teacher support, and academic performance. The data were analyzed using structural equation modeling (SEM) to examine the mediating effects of ASE on AA. Results indicate that ASE plays a significant mediating role, positively influencing the impact of predictors such as motivation, digital literacy, teacher support, and self-control on academic achievement. The findings underscore the importance of strengthening academic self-efficacy to improve the academic success of law students, offering valuable insights for educators and policymakers aiming to enhance legal education quality in private-owned universities in China. The study highlights the critical role of self-efficacy as a mechanism that links external factors to academic outcomes.

Keywords: Academic Self - Efficacy (ASE); Academic Achievement (AA); private-owned universities.
APA Citation: Li Hao, Dr. Fatimah Binti Tamb, Fu Rong (2024). The Mediator of Academic Self - Efficacy (ASE) in Academic Achievement (AA) among Law Undergraduates from Private-owned Universities in Beijing of China. International Journal of Social Science and Education Research, 7(12), 278-288. https://doi.org/10.6918/IJOSSER.202412_7(12).0033

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