ABSTRACT

Academic self-efficacy and learning engagement have become critical competencies for college students’ achievement of academic and professional success. In developing China’s higher education system, it is essential to prioritize improving college students’ academic self-efficacy and commitment to learning. This study aimed to investigate the effects of academic self-efficacy on learning engagement among first-, second-, and third-year students majoring in petrochemicals at Guangdong University of Petrochemical Technology during the academic year 2020-2023. This research revealed a strong correlation between the level of academic self-efficacy and the learning engagement of students at the Guangdong University of Petrochemical Technology. Students with higher academic self-efficacy are more likely to have higher levels of learning engagement. The study also highlights the importance of cognitive, behavioral, and psychomotor engagement in students’ academic achievements. The study identified the problems and challenges encountered by students while engaging in academic self-efficacy and learning engagement. It proposed a plan of action to improve their academic self-efficacy and learning engagement. The findings of this research can contribute to the ongoing efforts to elevate the quality of education at Guangdong University of Petrochemical Technology and empower its students to achieve academic excellence. This study provides valuable insights into the potential role of academic self-efficacy and learning engagement in improving student success.

Keywords: Academic self-efficacy, learning engagement, cognitive engagement, behavioral engagement, psychomotor engagement, learning motivation, learning skills, learning methods
https://doi.org/10.57180/cmmx2284