International Education Trend Issue

Influence of Growth Mindset, Time Management, and Academic Self-Efficacy on Academic Achievement

Tatik Safiqo — 2026-10-26

This study examines the influence of growth mindset, time management, and academic self-efficacy on students’ academic achievement. Grounded in the theoretical perspectives of Carol Dweck’s mindset theory and Albert Bandura’s social cognitive theory, the research aims to explore how cognitive beliefs, behavioral strategies, and motivational factors contribute to academic performance. A quantitative research design was employed, utilizing a structured survey questionnaire administered to a sample of students. Data were analyzed using descriptive statistics, correlation analysis, and multiple regression techniques. The findings reveal that all three independent variables significantly and positively predict academic achievement, with academic self-efficacy emerging as the strongest predictor, followed by time management and growth mindset. The model explains a substantial proportion of variance in academic performance, highlighting the combined importance of psychological and behavioral factors in educational success. The study contributes to the existing literature by integrating multiple theoretical frameworks into a single model and providing empirical evidence of their combined effects. The findings suggest that educational interventions aimed at enhancing students’ self-efficacy, fostering a growth mindset, and improving time management skills can significantly improve academic outcomes. These results have important implications for educators, policymakers, and students seeking to enhance academic performance through holistic development strategies.

Influence of Online Learning Quality, Lecturer Support, and Academic Self-Efficacy on Student Engagement

Nursanti Dwi Yogawati — 2026-10-26

The rapid expansion of online learning in higher education has transformed the way students interact with course content, instructors, and peers, making student engagement a critical indicator of learning success. This study investigates the influence of online learning quality, lecturer support, and academic self-efficacy on student engagement in an online learning environment. Using a quantitative research design, data were collected from university students through a structured questionnaire measuring the four key constructs. The data were analyzed using multiple regression analysis to examine the direct effects of each independent variable on student engagement. The results reveal that all three variables—online learning quality, lecturer support, and academic self-efficacy—have significant positive effects on student engagement. Among these, academic self-efficacy emerged as the strongest predictor, indicating that students’ confidence in their academic abilities plays a central role in shaping their level of participation and involvement. Online learning quality also significantly contributes to engagement, emphasizing the importance of well-designed, interactive, and accessible digital learning environments. Additionally, lecturer support was found to positively influence engagement, highlighting the role of instructor presence, feedback, and communication in fostering an engaging learning experience. These findings suggest that improving both structural and psychological aspects of online education can enhance student engagement. The study contributes to the growing body of literature on online learning by providing empirical evidence on key factors that influence engagement and offers practical implications for educators and institutions aiming to optimize online learning experiences.

Influence of Digital Literacy, Learning Media, Student Engagement, and Self-Efficacy on English Reading Comprehension

Eka Melati — 2026-10-26

This study aims to examine the influence of digital literacy, learning media, student engagement, and self-efficacy on English reading comprehension in the context of digital learning. A quantitative research approach with an explanatory design was employed, involving a sample of 200 students selected through purposive sampling. Data were collected using a structured questionnaire measured on a five-point Likert scale and analyzed using multiple regression analysis. The results reveal that digital literacy, learning media, student engagement, and self-efficacy all have positive and significant effects on English reading comprehension. Among these variables, self-efficacy emerged as the strongest predictor, followed by digital literacy, student engagement, and learning media. The model demonstrates strong explanatory power, indicating that these variables collectively contribute substantially to students’ reading comprehension performance. The findings highlight the importance of integrating technological competencies, effective instructional media, active student participation, and psychological factors in enhancing reading outcomes. This study provides practical implications for educators to design more interactive, technology-integrated, and student-centered learning environments that foster both skills and confidence in reading English texts.