EXAMINING THE MODERATING ROLE OF PARENTAL INVOLVEMENT AND STUDENT ENGAGEMENT IN PREDICTING ACADEMIC SELF-EFFICACY AMONG UNDERGRADUATES

Abstract

Academic self-efficacy is a critical determinant of students’ academic success, yet the factors that shape it within higher education remain insufficiently understood. This study examined the relationships among student engagement, parental involvement, and academic self-efficacy among university undergraduates, with particular emphasis on the moderating role of parental involvement. A correlational survey research design was adopted, and data were collected from 303 undergraduate students using standardized questionnaires measuring student engagement, parental involvement, and academic self-efficacy. Data were analyzed using descriptive statistics, Pearson Product-Moment Correlation, and regression-based moderation analysis. The findings revealed a significant positive relationship between student engagement and academic self-efficacy (r = .513, p < .05), indicating that more engaged students tend to exhibit higher confidence in their academic abilities. Parental involvement was also found to be significantly related to both student engagement (r = .567, p < .05) and academic self-efficacy (r = .465, p < .05). Notably, the moderation analysis showed that parental involvement significantly strengthened the relationship between student engagement and academic self-efficacy (B = 0.219, p < .05), highlighting its role as a critical contextual factor. However, the independent predictive effect of student engagement on self-efficacy was not statistically significant when considered in isolation. The study concludes that academic self-efficacy is shaped by the interaction of individual and environmental factors. It recommends that higher education institutions adopt holistic strategies that promote student engagement while fostering supportive parental involvement. These findings contribute to the growing body of literature by demonstrating the importance of integrating personal and contextual influences in enhancing students’ academic outcomes.