Examining the Impact of Self-Efficacy Beliefs on Student Academic Achievement: A Structural Model from Cambodian Higher Education Lecturers

Chumneanh Lork and Dhakir Abbas Ali
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Chumneanh Lork: School of Business and Management, Lincoln University College, Selangor, Malaysia
Dhakir Abbas Ali: School of Business and Management, Lincoln University College, Selangor, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 8, 765-773

Abstract: This study investigates the relationship between lecturers’ self-efficacy beliefs and student academic achievement within Cambodian higher education institutions, utilizing a quantitative, cross-sectional design. Grounded in Bandura’s Social Cognitive Theory, the research responds to a critical gap in understanding how psychological constructs influence learning achievement in Southeast Asian academic contexts. Data were collected through a structured questionnaire administered to 320 lecturers selected from public and private universities. Constructs were measured using validated instruments on a five-point Likert scale, with strong internal consistency indicated by Cronbach’s alpha values of 0.930 for self-efficacy beliefs and 0.967 for student academic achievement. Exploratory Factor Analysis (EFA) confirmed the construct validity of the instruments. Descriptive statistics and simple linear regression analysis were performed using SPSS version 26. Findings revealed a statistically significant and positive relationship between lecturers’ self-efficacy and student academic achievement (B = 0.320, p

Date: 2025
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