Student self-management, academic achievement: Exploring the mediating role of self-efficacy and the moderating influence of gender insights from a survey conducted in 3 universities in America

TL;DR

This study investigates how student self-management influences academic achievement, highlighting the mediating role of self-efficacy and the moderating effect of gender based on survey data from three U.S. universities.

Contribution

It reveals the mediating effect of self-efficacy and the moderating influence of gender on the relationship between self-management and achievement.

Findings

Self-management positively correlates with academic achievement.

Self-efficacy mediates the relationship between self-management and achievement.

Gender moderates the strength of this relationship.

Abstract

Excellent students are not only those who master more effective and efficient learning techniques to acquire and apply information. Even in the absence of correct learning, they are able to self-motivate, evaluate, and adjust their behavior. This study aims to explore the relationship between student self-management and academic achievement, with a focus on investigating the mediating role of self-efficacy and the moderating influence of gender in this relationship. A total of 289 students from three universities in the United States participated in this research. The results of the study indicate that students' level of self-management is positively correlated with their academic achievement, with self-efficacy playing a mediating role in this relationship and gender exerting a certain moderating effect. This study provides important insights into understanding the relationship between student self-management and academic achievement and supports the crucial role of educational leaders in educational practice.