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https://doi.org/10.62836/jissh.v1i1.159
Zhao, Z. ., Ren, P., & Yang, Q. (2023). 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. Journal of Integrated Social Sciences and Humanities, 1–12. https://doi.org/10.62836/jissh.v1i1.159
Volume 1, Issue 1, June 2024

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

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.

self-management; academic achievement; self-efficacy; educational leadership

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Supporting Agencies

  1. Funding: The authors state that there is no funding.