( = 889)
Egyptians ( = 470) | Saudis ( = 419) | 1 | 2 | 3 | 1 | 2 | 3 | 1 | 2 | 3 |
---|
| | | | | | | | | |
| | | | | | | | | |
| | | | | | | | | |
3.5. Multigroup Analysis
After all the research models passed the robustness check using the measurement models’ assessment, we applied a non-parametric structural equation-modeling approach to analyze the differences between the Egyptian and Saudi students using Henseler’s MGA and the permutation test ( Garson 2016 ; Henseler et al. 2016 ). Thus, the MICOM technique was run before the final step of the data analysis to test the invariance assessment to ensure the heterogeneity of the groups ( Henseler et al. 2016 ). This technique was used to confirm that the same indicators were used for each measurement model and an acceptable reliability of each construct was obtained for both groups. Hence, two groups of students were created: Egyptians ( n = 470) and Saudis ( n = 419). Table 1 displays the assessment results of the measurement model between the two datasets of Egyptians ( n = 470) and Saudis ( n = 419) along with the total students’ model ( n = 889). In step one, the assessment of configural invariance was achieved. Table 4 shows the results of the measurement invariance testing. The results of the compositional invariance assessment for Step two were established as none of the correlation (c) values are significantly different from 1. In Step 3, the composites’ equality of mean values and variances across the group was assessed. The results indicate that the confidence intervals of differences in mean values and variances partially include zero, which means the composite mean values and variances are partially equal. As such, achieving the establishment of the three steps of the MICOM procedure supports the partial measurement invariance of the two groups ( Garson 2016 ; Henseler et al. 2016 ). This indicates that the pooled data for each group meets the requirement for comparing and interpreting any differences in structural relationships. Thus, further analysis for comparing and interpreting the MGA group-specific differences of PLS-SEM can be performed.
3.6. Testing the Research Hypotheses and Results
To assess the structural model of the current research study, we checked the R 2 values, the p values, and the significance of the path coefficient (β) see Figure 2 , Figure 3 and Figure 4 . The results show that the R 2 values achieved ranged between 56.8% to 67% for the dependent variable, which represents the substantial explanatory power of the current models ( Chin 2010 ). The p values and the path coefficients refer to the statistical significances between the research variables. In general, the results of the research study show that perceived self-management has the strongest positive influence on the academic self-efficacy (β all = .804, β eg = .818, β sa = .794; p = .000) of all students. This supports hypothesis 1 (H1). Moreover, the findings of the current study reveal that perceived self-management has positive effects on students’ academic achievement (β all = .294, β eg = .279, β sa = .286; p = .000) in both countries. Thus, hypothesis 2 (H2) is supported. In the same context, the results of this study indicate that perceived self-efficacy is positively correlated with students’ academic achievement (β all = .516, β eg = .507, β sa = .286; p = .000). Thus, hypothesis 3 (H3) is further supported.
Results of the structural model with data from all students.
Results of the structural model with data from the Egyptian students.
Results of the structural model with data from the Saudi students.
To assess the significance/insignificance of the indirect effects of the current research model, bootstrapping tests with 5000 samples in SmartPLS-SEM were conducted to calculate the Bias-Corrected-Confidence Interval (BCCI), T-statistics, component weights, and observed significance values in the path coefficients to check the mediating effects of self-efficacy on the students’ academic achievement. The findings of the current study revealed a positive indirect significant relationship between perceived self-management (IV) and students’ academic achievement (DV) through perceived self-efficacy. Moreover, BBCI does not straddle zero between identified significant mediations, as shown in Table 5 . The results report that perceived self-efficacy (β all = .415, β eg = .415, β sa = .455; p = .000) positively mediates the relationship between self-management and students’ academic achievement, which supports hypothesis 4 (H4).
Results of hypotheses.
Constructs | Path Coefficients (β) | Confidence Intervals Corrected Bias (2.5–97.5%) | MGA | Results |
---|
| All | Egyptians | Saudis | All | Egyptians | Saudis | β | Full Model | MGA Model |
---|
| .804 *** | .818 *** | .794 *** | (.759, .846) | (.750, .862) | (.721, .859) | .025 | Yes | No |
| .294 *** | .279 ** | .286 *** | (.187, .408) | (.113, .423) | (.140, .455) | −.007 | Yes | No |
| .516 *** | .507 *** | .561 *** | (.393, .626) | (.332, .668) | (.390, .708) | −.053 | Yes | No |
| .415 *** | .415 *** | .445 *** | (.320, .508) | (.271, .552) | (.312, .566) | −.030 | Yes | No |
** p < 0.01; *** p < 0.001.
Results of invariance measurement testing using permutation.
| Step 1 | Step 2 | Step 3 |
---|
| Configural Invariance | Original Correlation | 5.0% | Compositional Invariance (Partial Measurement Invariance) | Mean Original Difference (Egypt–KSA) | Confidence Interval (2.5–97.5%) | Equality of Means | Variance Original Difference (Egypt–KSA) | Confidence Interval (2.5−97.5%) | Equality of Variance | Full Measurement Invariance |
---|
| | 1.000 | 1.000 | | −.033 | (−.176, .180) | | −.271 | (−.298, .297) | | |
| | 1.000 | 1.000 | | .221 | (−.178, .185) | | −.109 | (−.266, .289) | | |
| | .999 | .999 | | .089 | (−.176, .180) | | −.245 | (−.235, .247) | | |
As a prior step, the MGA was conducted using the Egyptian and Saudis datasets after completing the MICOM tests. In general, the MGA results showed non-significant differences between Egyptian and Saudis students for both direct relationships and indirect relationships of the research model, see Table 4 . This supports hypothesis 5 (H5). Thus, the results of the total participant students in the current study (Egyptian and Saudi students) can be generalized.
4. Discussion
The current research sought to measure the relative impact of the self-management concept on modeling students’ academic achievement via self-efficacy.
On the one hand, for students of developed countries, there is a clear path from academic self-management, self-efficacy, student dedication, patience, and goal setting to ultimate academic performance ( Bandura et al. 2001 ; Honicke and Broadbent 2016 ). Thus, the current research study examines the influence of self-management and self-efficacy on student academic achievement among students in two different developing countries. We attempted to overcome the shortcomings of previous studies in this area by (1) considering several theoretical and empirically distinct foundations of student achievement, (2) students’ self-management and self-efficacy, and (3) investigating predictors in two different domains, namely Egypt and the Kingdom of Saudi Arabia.
However, although the MGA results did not show significant differences between the Egyptian students (see Figure 2 ) and the Saudi students (see Figure 3 ), the results of Figure 1 (i.e., the total model) can be used to generalize this research results. The interpretation of the non-significant differences between the Saudi and Egyptian students may be due to both countries being in different regions and students speaking the same language (Arabic) and sharing the same traditions and customs. Additionally, a large number of Egyptian faculty members teach in Saudi universities, which in turn may lead to similar influences on students’ academic consciousnesses, knowledge, and academic accomplishments. These factors may contribute to diminishing the differences between students in both countries in terms of self-management, self-efficacy, and academic achievement. This finding is contrary to previous research studies ( Oettingen 1997 ; Scholz et al. 2002 ), which confirmed that there was a cultural variation in how people felt about their abilities.
Among the predictor factors, students’ self-efficacy explained the most variance in academic achievement. It is considered that students’ self-efficacy assessments have a significant impact on their learning-process success. Students’ self-efficacy contributed significantly to the variation in the criteria in our study. It was revealed that students who are self-assured and more confident are more likely to achieve higher academic achievements, confirming that self-efficacy beliefs play an essential role in explaining academic achievement. The relative superiority of students’ self-efficacy in this investigation is consistent with the literature on the subject (e.g., Affuso et al. 2017 ; Honicke and Broadbent 2016 ; Köseoğlu 2015 ; Meral et al. 2012 ; Travis et al. 2020 ) and with several studies that have looked at the antecedents that influence academic accomplishment (e.g., Ashwin 2006 ; Hennig-Thurau et al. 2001 ). Crain ( 2005 ) claims that, when students have doubts about their abilities, they are less active and more likely to have no problems.
Students develop academic self-efficacy by evaluating and interpreting their task performance, which represents a self-judgment of competence ( Bandura et al. 2001 ; Usher and Pajares 2009 ). Additionally, Ansong et al. ( 2019 ) argued that students’ self-efficacy is more likely to increase when students believe their academic abilities and efforts are successful and, conversely, are likely to diminish when they feel their efforts are insufficient. As a result, students with a high level of self-efficacy mastered their objectives, which included challenges and new information; performance quality, which included good grades; and outperforming peers. When they feel they are good at something, they work hard at it and stick with it despite failures ( Crain 2005 ).
Moreover, self-management was also found to have a key impact on self-efficacy. According to our findings, the degree of self-efficacy determines a high percentage of the variation in the self-efficacy criteria, which is consistent with other studies (e.g., Di Fabio and Palazzeschi 2009 ; Stan 2021 ). Self-management is a broad concept that encompasses qualities such as self-efficacy. Self-management is widely recognized as one of the required abilities that drive students toward becoming more self-determined youths who can responsibly and proactively manage the elements of their lives, both in and out of educational contexts, according to King-Sears ( 2006 ). As a result, our study’s perspective is that students who can create objectives and employ various self-management tactics have better self-efficacy.
Furthermore, this study demonstrates that self-efficacy is a mediating factor in the relationship between self-management and academic achievement. Although analyses of the specialized literature confirm that self-management predicts student success (because the relationship with self-management is stronger than any other component of self-efficacy) ( Stan 2021 ), our research results indicate that, without self-efficacy (mastery of skills and activities), academic achievement is relative. It might be claimed that academic self-efficacy is frequently used to prepare and carry out the procedures required to accomplish certain goals. Perceived self-efficacy, according to Bandura ( 1997 ), relates to students’ beliefs in their capacity to attain specified goals. So, the role of self-efficacy in explaining variation in academic achievement across students is a central theme in our study.
Furthermore, our research shows that students’ self-management has a modest influence on academic achievement. This outcome is consistent with the arguments of Kadiyono and Hafiar ( 2017 ), who believe that academic self-management may be utilized to motivate students to enhance their academic achievement, so that they can build a solid foundation to go forward and construct their futures. Nonetheless, given a well-established research background supporting self-management as an intervention, it appears that its usage among students must be encouraged by their instructors’ actions. Thus, when students are confident in their academic ability, they can set educational goals that drive them to academic excellence. On the other hand, students with little or no confidence in their abilities and capacities may be less likely to pursue higher levels of academic performance that require a higher level of effort, abilities, and skills; this confirms the findings of Ansong et al. ( 2019 ). In this regard, King-Sears ( 2006 ) argued that teachers play a critical role in enhancing students’ abilities to practice self-management.
5. Conclusions
The conclusions of this study have a variety of ramifications for educators, counselors, and students. This study attempted to investigate whether students’ self-management and self-efficacy produce excellent academic achievement when adopted by students working around a range of academic variables. The current study confirmed the significant relationships between self-management, self-efficacy, and academic achievement in two different domains (i.e., Egypt and KSA) through three models with identical significant results. Thus, academia and practitioners can use this research framework to guide their students to effective academic accomplishments. Additionally, our results did not show differences between students in terms of self-management, self-efficacy, and academic achievement according to country. This supports a fundamental conceptualization that students with different skills and motives can direct these positively toward their academic achievement regardless of their geographical domain and culture. Thus, the current study is considered a pioneer study that investigates the relationships between self-management, self-efficacy, and academic achievement among university students all in one model. This could be a guide for both students and educators who are seeking to optimize their (students’) academic achievements through self-management and efficacy. Additionally, this model was tested twice in two different countries which, in turn, helps generalize the results among all university students.
Due to the lack of orientation, self-management provides a fair to good degree of academic accomplishment, highlighting the need for treatments aimed at assisting students in developing a meaningful understanding of their self-management about their current views. The findings of this study confirm that self-management helps students control their impulses, set goals, organize themselves, and become strong self-motivators. Hence, students who can coordinate emotions and control and manage impulsivity stress are more likely to recognize goals and achieve them consistently. Additionally, students need to be aware of the purpose, the breadth, and the depth of self-management research and how expanding this skill can alleviate current problems. As a result, the current study elicits the role of educators, mentors, and counselors to empower and direct students’ motives, skills, and abilities to achieve both academic and life goals through facing and overcoming daily problems. Moreover, these findings affirmed that self-management is a powerful indicator of academic success, decision-making abilities, and competence in the behavior modification among students. This helps educators and students to modify students’ behaviors in a positive manner to establish academic achievement in both the short and long term. Nonetheless, the foundation of self-management plays a significant part in attaining students’ self-efficacy, due to its critical function in organizing all sorts of learning, including materials and academic courses. Such a finding is very noticeable in the overall evaluation of university students’ achievements. The results reveal that self-efficacy is a positive predictor of students’ academic achievement. Self-efficacy and academic achievement are reciprocally associated and mutually reinforcing, according to the mutual-effects model used in this study. Educators and university educators must create and use treatments that target self-management, self-efficacy, and academic achievement to put the model into effect. Finally, the positive relationship between the triangle-connection modeling could be used as a base for policymakers when establishing new curricula targeting efficient outcomes for students, educators, and the community.
Some limitations must be considered when evaluating the current study’s conclusions. Two distinct students’ behaviors were evaluated in this study, with different instructors adopting different teaching strategies. Future studies should aim to evaluate the triangle-connection modeling individually to obtain benchmark findings in each situation. The current study does not allow for a thorough conclusion about the underlying causes of the reciprocal impact of self-management, self-efficacy, and academic achievement. Further research should put to the test theoretically relevant antecedent models that might explain the relationships between self-management, self-efficacy, and academic achievement in greater depth. For example, engagement in supportive institutional–student connections in terms of teaching staff, teaching style, etc., can impact self-management, self-efficacy, and academic achievement all at the same time.
Acknowledgments
The authors would like to thank the University of Prince Sattam bin Abdulaziz for supporting the research.
Funding Statement
This project was supported by the Deanship of Scientific Research at the Prince Sattam bin Abdulaziz University under the research project 18820/02/2021.
Author Contributions
Conceptualization, M.H.A.A.-A. and H.A.H.A.A.; methodology, M.H.A.A.-A. and H.A.H.A.A.; software, M.H.A.A.-A. and H.A.H.A.A.; validation, M.H.A.A.-A. and H.A.H.A.A.; formal analysis, M.H.A.A.-A.; investigation, M.H.A.A.-A. and H.A.H.A.A.; resources, M.H.A.A.-A. and H.A.H.A.A.; data curation, M.H.A.A.-A.; writing—original draft preparation, M.H.A.A.-A. and H.A.H.A.A.; writing—review and editing, M.H.A.A.-A. and H.A.H.A.A.; visualization, M.H.A.A.-A. and H.A.H.A.A.; supervision, M.H.A.A.-A. and H.A.H.A.A.; project administration, M.H.A.A.-A. and H.A.H.A.A.; funding acquisition, M.H.A.A.-A. All authors have read and agreed to the published version of the manuscript.
Institutional Review Board Statement
The study was conducted in accordance with the Declaration of Helsinki, and Ethics Committee) of both the university of Prince Sattam bin Abdulaziz, KSA and the Higher Institute of Administrative Sciences, Janaklis, Al Buhayrah, Egypt.
Informed Consent Statement
Written informed consent was obtained from the participant(s) to publish this paper.
Data Availability Statement
Conflicts of interest.
The authors declare no conflict of interest.
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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This achievement is highly regarded in academic and professional circles as it shows a high level of expertise and commitment to advancing the discipline. 28. Research Grant Award. Receiving a research grant, especially from a reputable institution or government body, is a significant accomplishment.
The following essay reflects the importance of achievements and a firm call for us to set and struggle to achieve those aims. 1. Essay about the Achievements that You are Proud of. Achievement is associated with the targeted goals or aims in life.
My Academic Achievements: Being an Architect Isn`t Easy. 2 pages / 991 words. I first found my passion for drawing when I was 13 years old. My school had a technical drawing class. I always had to finish the assignment given first and with utmost neatness as a curious and competitive individual.
Academic achievement is the process through which individuals acquire the tools necessary to navigate the complexities of the world, both personally and professionally. One of the key reasons academic achievement is vital lies in its ability to open doors of opportunity. A solid educational foundation provides individuals with a multitude of ...
In conclusion, academic achievement is an important part of a student's life. It can open doors to many opportunities and help students develop important skills. By working hard and having a positive attitude towards learning, students can improve their academic achievement. 500 Words Essay on Academic Achievement Understanding Academic ...
An academic achievement is any result that demonstrates your educational capabilities. These are typically documented in some way including grades, feedback, recommendations, awards, publications and degrees. Academic achievements can include research, projects, presentations, roles, responsibilities and results from classes and programs that ...
Essay Topics. Academic achievements encompass a wide range of accomplishments, including academic awards, scholarships, research projects, published papers, presentations, academic competitions, and high academic standings. Writing an essay on academic achievement allows you to delve into the significance of these milestones and showcase your ...
Classroom Environment and Academic Achievement. An essential condition for the successful development of the personality of schoolchildren is the presence in the school and class of a favorable socio-psychological climate. We will write a custom essay specifically for you by our professional experts. 190 writers online.
One of the best methods of describing your academic accomplishments is by story telling. Story telling keeps your reader's glued to your essay. Once you can retain your reader's attention, you are on the right path to winning the financial aid. Begin by starting with your first achievement in school.
These persistent gaps in academic achievement between Whites and racial and ethnic minorities evident nationally across all 12th-grade students have significant implications for post-high school study and vocational training. Many of these students who apply to 2- and 4-year colleges often find themselves taking remedial courses during their ...
As you prepare to list your academic achievements on your college applications, here are some examples to help you identify them: 1. High GPA: A high cumulative GPA (3.7 or above) can be considered an accomplishment, especially if you've taken a challenging course load with many AP or honors classes. 2.
Academic Achievements Essay: Students with better academic achievements in high school are more likely to get accepted to prestigious universities. This is because such universities usually look for students with high SAT scores or equivalent in their admission process. Colleges usually require applicants from the best high schools to have a minimum of 1300 on […]
My greatest accomplishment, without a doubt, was earning my college degree. This essay will explore the challenges I faced, the sacrifices I made, and the lessons I learned throughout this journey, as well as the impact that this accomplishment has had on my life. The pursuit of a college education is a universally recognized goal, but for me ...
found mental health concerns can cause a student to have difficulty in school. with poor academic performance, even chronic absenteeism, and disciplinary. concerns. Weist (2005) notes that in the prior two decades, "school mental health. programs have increased due to the recognition of the crisis in children's mental.
1. Avoid trivial or common topics. While there aren't many hard-and-fast rules for choosing an essay topic, students should avoid overdone topics. These include: Working hard in a challenging class. Overcoming a sports injury. Moving schools or immigrating to the US. Tragedy (divorce, death, abuse)
Phillip J. Moore. Academic achievement was once thought to be the most important outcome of formal educational experiences and while there is little doubt as to the vital role such achievements play in student life and later (Kell, Lubinski, & Benbow, 2013), researchers and policy makers are ever increasingly turning to social and emotional ...
#4: It Highlights Your Leadership Potential. An impressive academic honor or award will also emphasize your leadership potential. These are typically awards that involve group or collaborative work.S o if you ever led others to success — as a captain or president, for instance — this kind of honor would look great to potential colleges.. Just make sure that you explain on your application ...
Introduction. Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject ...
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Prompt 3: Greatest Talent or Skill. UC Example Essay #8: "The Art Girl". Prompt 4: Significant Opportunity or Barrier. UC Example Essay #9. UC Example Essay #10. UC Example Essay #11: "Two Truths, One Lie". UC Example Essay #12: Prompt 5: Overcoming a Challenge. UC Essay Example #13: "Breaking Up With Mom".
All your prospective schools that accept the Common App will read this essay to understand your character, background, and value as a potential student. Since this essay is read by many colleges, avoid mentioning any college names or programs; instead, save tailored answers for the supplementary school-specific essays within the Common App.
Academic achievement was originally regarded as the most essential consequence of the formal academic experience (Kell et al. 2013); although there is little dispute about the importance of such achievements in student experience and later life, they are no longer the most important outcome (Colmar et al. 2019; Martinez et al. 2019).
Academic Achievement. The relationship of academic achievement and self-esteem has been seen in a number of studies. These studies have become the basis of programs and strategies implemented by educators to promote healthy self-esteem in students. Self-esteem and academic achievement have a reciprocal relationship (Marsh and O'Hara, 2008).
Olentangy Orange High School's James Wimsatt was the winner in this week's Dispatch's Student of the Week poll. Wimsatt secured 1,359 votes, or 28.94%, of the 4,696 votes cast to top runner-up ...