Self‑efficacy, engagement, learning outcomes, well‑being, and overall perceived satisfaction in university students

Abstract

Student engagement is a critical determinant of success in higher education, influencing both academic achievement and personal development. Despite its importance, its conceptualization and measurement vary widely. This study aims to further explore the factor structure of student engagement, arguing for a more convergent approach to engagement in higher education. This study then investigates the relationship among students’ self-efficacy, engagement, learning outcomes, well-being, and students’ overall satisfaction with the university. Survey data from 371 students at a university in Ho Chi Minh City were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results confirm engagement as a higher-order, three-factor construct (cognitive, behavioral, and emotional), with behavioral engagement as a second-order construct. Findings reveal that self-efficacy is significantly associated with both engagement (β = 0.425, p < 0.001) and learning outcomes (β = 0.551, p < 0.001), with engagement showing an indirect relationship linking self-efficacy to well-being (β = 0.568, p < 0.001) and to learning outcomes (β = 0.235, p < 0.001), consistent with full and partial mediation patterns, respectively. Gender moderates the link between learning outcomes and well-being (significant for females only), while academic rank influences the engagement-wellbeing relationship. These findings highlight the interconnectedness of these constructs and their implications for fostering student success. Overall satisfaction correlates positively with self-efficacy, engagement, learning outcomes, and well-being. These results extend engagement theory by clarifying its structure and patterns consistent with mediation roles in the Vietnamese context, offering theoretical and practical insights for fostering student success. We recommend targeted interventions to enhance self-efficacy and engagement, addressing gender-specific needs and academic progression. Methodologically, we recommend the need for longitudinal or experimental designs to properly test mediation of student engagement.