The mediating role of academic self-efficacy in the relationship between student teacher interaction and students’ university academic achievement
The foundation of societal growth in emerging nations like Ethiopia heavily relies on the quality of education, where teachers and students play pivotal roles. It is important to understand that both teachers and students are essential for high-quality education. This study aimed to investigate the...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Psychology |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/23311908.2025.2500181 |
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| author | Bereket Merkine Gebresilase Wei Zhao Esayas Teshome Taddese Zebdewos Zekarias Elka Yan Feng |
| author_facet | Bereket Merkine Gebresilase Wei Zhao Esayas Teshome Taddese Zebdewos Zekarias Elka Yan Feng |
| author_sort | Bereket Merkine Gebresilase |
| collection | DOAJ |
| description | The foundation of societal growth in emerging nations like Ethiopia heavily relies on the quality of education, where teachers and students play pivotal roles. It is important to understand that both teachers and students are essential for high-quality education. This study aimed to investigate the direct and indirect effects of student-teacher interaction and student academic self-efficacy on the academic achievement of university students. A sample of 455 students (Mage = 21.84 ± 2.52 years) from seven colleges and three schools participated, with 280 males and 175 females. Questionnaires were employed to assess the level of interaction between students and teachers, as well as students’ academic self-efficacy in university learning activities. The results indicated significant correlations between academic achievement, student-teacher interaction, and academic self-efficacy. Moreover, academic self-efficacy emerged as a partial mediator in the relationship between student-teacher interaction and academic achievement. These findings underscore the critical roles of student-teacher interaction and academic self-efficacy in determining academic success among university students. The study’s limitations and potential contributions were also discussed. |
| format | Article |
| id | doaj-art-a4f2d06026a54f0e84cb0bed62b7b5e0 |
| institution | DOAJ |
| issn | 2331-1908 |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Psychology |
| spelling | doaj-art-a4f2d06026a54f0e84cb0bed62b7b5e02025-08-20T03:10:10ZengTaylor & Francis GroupCogent Psychology2331-19082025-12-0112110.1080/23311908.2025.2500181The mediating role of academic self-efficacy in the relationship between student teacher interaction and students’ university academic achievementBereket Merkine Gebresilase0Wei Zhao1Esayas Teshome Taddese2Zebdewos Zekarias Elka3Yan Feng4Department of Psychology, College of Education and Behavioral Sciences, Wolaita Sodo University, Soddo, EthiopiaSchool of Education, Shaanxi Normal University, Xian, People’s Republic of ChinaFaculty of Education and Liberal Arts, INTI International University, Nilai, MalaysiaDepartment of Psychology, College of Education and Behavioral Sciences, Wolaita Sodo University, Soddo, EthiopiaShandong Xiehe University, Jinan, ChinaThe foundation of societal growth in emerging nations like Ethiopia heavily relies on the quality of education, where teachers and students play pivotal roles. It is important to understand that both teachers and students are essential for high-quality education. This study aimed to investigate the direct and indirect effects of student-teacher interaction and student academic self-efficacy on the academic achievement of university students. A sample of 455 students (Mage = 21.84 ± 2.52 years) from seven colleges and three schools participated, with 280 males and 175 females. Questionnaires were employed to assess the level of interaction between students and teachers, as well as students’ academic self-efficacy in university learning activities. The results indicated significant correlations between academic achievement, student-teacher interaction, and academic self-efficacy. Moreover, academic self-efficacy emerged as a partial mediator in the relationship between student-teacher interaction and academic achievement. These findings underscore the critical roles of student-teacher interaction and academic self-efficacy in determining academic success among university students. The study’s limitations and potential contributions were also discussed.https://www.tandfonline.com/doi/10.1080/23311908.2025.2500181Student teacher interactionacademic self-efficacyeducation qualityeducationEthiopiamediation |
| spellingShingle | Bereket Merkine Gebresilase Wei Zhao Esayas Teshome Taddese Zebdewos Zekarias Elka Yan Feng The mediating role of academic self-efficacy in the relationship between student teacher interaction and students’ university academic achievement Cogent Psychology Student teacher interaction academic self-efficacy education quality education Ethiopia mediation |
| title | The mediating role of academic self-efficacy in the relationship between student teacher interaction and students’ university academic achievement |
| title_full | The mediating role of academic self-efficacy in the relationship between student teacher interaction and students’ university academic achievement |
| title_fullStr | The mediating role of academic self-efficacy in the relationship between student teacher interaction and students’ university academic achievement |
| title_full_unstemmed | The mediating role of academic self-efficacy in the relationship between student teacher interaction and students’ university academic achievement |
| title_short | The mediating role of academic self-efficacy in the relationship between student teacher interaction and students’ university academic achievement |
| title_sort | mediating role of academic self efficacy in the relationship between student teacher interaction and students university academic achievement |
| topic | Student teacher interaction academic self-efficacy education quality education Ethiopia mediation |
| url | https://www.tandfonline.com/doi/10.1080/23311908.2025.2500181 |
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