Shifting self-belief and academic behavior during the learning transition

Purpose Learning transitions lead to the evolution of education and its consequences. This study investigates how changes in learning modalities affect the roles of self-esteem, self-efficacy and behavioral delay in determining academic achievement. Design/methodology/approach Using an integrated framework of social cognitive career theory, temporal motivation theory and transformative learning theory, this study involved 245 accounting students from 2019 to 2022 transitional cohorts of various universities in Indonesia. The analyses included t-tests, mediation and moderation analysis and multi-path modeling. Findings Self-esteem and self-efficacy significantly regulate behavioral delay, affecting academic achievement. Psychological conditions are crucial in uncertain learning situations, and this is pronounced for the FOL cohort. Whereas institutional support strengthens the influence of the OHL cohort’s self-efficacy, as a supportive environment helps increase student motivation. Research limitations/implications Specific interventions are required to enhance students’ confidence and reduce procrastination during learning disruptions. Policymakers and educators need to prepare support measures tailored to different situations and learning methods. Originality/value The integrated framework offers a comprehensive overview of how psychological and behavioral factors influence academic achievement when there is a change in learning modalities. The data were collected from various higher education institutions in Indonesia.