ANALYSIS OF SELF-EFFICACY AS A MEDIATOR BETWEEN FACULTY FEEDBACK LITERACY AND STUDENTS’ RESEARCH ENGAGEMENT: A STRUCTURAL EQUATION MODELING APPROACH
DOI:
https://doi.org/10.18623/rvd.v23.5855Keywords:
Education, Learning Opportunity and Empowerment, Student Research Engagement, Structural Equation Modelling, Higher EducationAbstract
This research assessed whether research self-efficacy (RSE) acts as a mediator in the relationship between faculty feedback literacy (FFL) and undergraduate research engagement (RE) in Pakistani public universities. Using SPSS 29 and AMOS 28, a cross-sectional survey was conducted and 387 final-year students’ responses were analyzed. The measurement model demonstrated good fit (χ²/df =1.71, CFI=0.954, TLI=0.948, RMSEA=0.043, SRMR=0.039). In the structural equation model, FFL predicted RSE (β =0.54) and RE (β=0.31) significantly. RSE predicted RE (β=0.42) significantly (all p < .001). Bootstrapping revealed the indirect effect of FFL on RE through RSE (β = 0.23) to be significant, of which 42% was the indirect effect, demonstrate partial mediation. Multi-group analysis confirmed gender invariance. The results of the study especially in the extension of social-cognitive theory and the role of faculty feedback literacy in the enhancement of students’ self-efficacy in research demonstrate the importance of research engagement.
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