Self-efficacy, learning motivation and academic satisfaction of university students: mediating role of classroom engagement

Purpose This research was conducted to establish and validate a model between self-efficacy, learning motivation and academic satisfaction. The mediating effect of classroom engagement between learning motivation and academic satisfaction was also tested. Design/methodology/approach This empirical investigation was conducted over a sample of 446 students from state-owned universities in Haryana, India. The sample was drawn using the stratified random sampling technique. A semi-structured questionnaire was distributed for data. Structural Equation Modeling (SEM) using AMOS was used for data analysis. Findings The study’s results found that self-regulation, perceived control, persistence and competence were significantly associated with learning motivation, which further proved the significant association with academic satisfaction. The mediating effect of classroom engagement between learning motivation and satisfaction was significant. Originality/value This study uniquely examines the interplay between self-efficacy, learning motivation and academic satisfaction among university students, highlighting the crucial mediating role of classroom engagement. By focusing on students from top state-owned universities, it provides valuable insights into how classroom dynamics influence academic outcomes.