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 < 0.001), with the model explaining 11.7% of the variance (R² = 0.117). These results suggest that higher levels of lecturer confidence in their instructional capabilities are associated with improved student academic achievement. The study underscores the importance of promoting faculty self-belief as a lever for enhancing student learning and institutional performance. It further highlights the role of psychological and motivational variables in academic success—particularly in developing nations undergoing educational reform. The findings have practical implications for professional development, instructional design, and leadership training programs in Cambodian universities.
Lork et al. (Wed,) studied this question.
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