# Academic Achievement: Influences of University Students’ Self-Management and Perceived Self-Efficacy

## TL;DR

This study explores how self-management and self-efficacy affect university students' academic success in Egypt and Saudi Arabia.

## Contribution

It reveals that self-management and self-efficacy positively influence academic achievement, with no significant cultural differences between Egyptian and Saudi students.

## Key findings

- Self-management and self-efficacy positively influence academic achievement in both Egypt and Saudi Arabia.
- Self-management skills influence self-efficacy, which in turn affects academic achievement.
- Multi-Group Analysis found no significant differences between Egyptian and Saudi students in perceptions of self-management and self-efficacy.

## Abstract

Successful students are more than just those who have more effective and efficient learning techniques for acquiring and applying information. They can also motivate, evaluate, and adjust their behavior if they are not learning properly. Thus, the objective of this study was to investigate the influence of university students’ self-management during their learning experience and their self-efficacy on their academic achievement. Additionally, the study investigated the differences between the Egyptian and Saudi students’ perceptions of self-management skills and self-efficacy in their academic achievement within the two countries. A total of 889 students from two different Arab countries took part in the study (Egypt and the Kingdom of Saudi Arabia). The sample was given an online questionnaire to evaluate their self-management abilities, perceived self-efficacy, and academic achievement. A quantitative approach using SmartPLS-SEM was deployed. The findings demonstrate that self-management and self-efficacy have positive influences on students’ academic achievement in both countries. Further, self-management skills have been proven to influence self-efficacy, which in turn highly influences academic achievement. Moreover, the findings of the Multi-Group Analysis (MGA) did not report significant differences between the Egyptian and Saudi students in terms of their perception of self-management, self-efficacy, and academic achievement.