Mediating Influence of Academic Self-Efficacy on the Nexus between Cognitive Engagement and Learning Outcome of Secondary School Students

Abstract

The purpose of this study was to examine predictions of a model explaining mediated effects, direct and indirect, of academic self-efficacy on the relationship between cognitive engagements and learning outcome in a sample of 380 Senior Secondary School Students [mean age = 15.84±2.56]. The questionnaire was used to collect data on cognitive engagement and academic self-efficacy while learning outcome was measured via performance test in three subjects administered in the classroom. Data collected were analysed by software; LISREL version 9.30. The results strongly supported the model demonstrating that deep cognitive processing and persistence directly predicts learning outcome and indirectly predicts learning outcome when mediated by academic self-efficacy. Shallow cognitive processing poorly predicts academic self-efficacy and negatively predicts learning outcome. As expected, academic self-efficacy directly predicts learning outcome. The study concludes that the impact of cognitive engagement on learning outcome of students can be greatly enhanced by their level of self-efficacy.