Academic motivation and engagement: the mediating role of academic self-efficacy in Peruvian university students

Cachique-Lachuma J.; Silva-Burga L.R.; Antazu-Lopez D.I.; Cunza-Aranzábal D.F.; Montalvo-Apolín D.E. · Frontiers in Education (2026) · DOI: 10.3389/feduc.2026.1793329

Resumen

Introduction – To achieve quality education, it is essential to incorporate the cognitive dimension while also integrating socioemotional development. This study aims to examine the relationship between academic motivation and academic engagement, and to assess the mediating role of academic self-efficacy among Peruvian university students. Methods – A quantitative, explanatory, and cross-sectional research design was utilized. The study sample comprised 675 students from five private universities in Peru, selected through convenience sampling. Data analyses were performed using bias-corrected bootstrap procedures with 5, 000 samples for mediation analysis. Results – Mediation analysis revealed a significant total effect of motivation on engagement (β = 0.488, p <.001). Notably, the indirect effect mediated by academic self-efficacy was also significant (β = 0.158, p <.001), accounting for 32.5% of the total effect. Conclusion – The research findings reveal that motivation plays a pivotal role in influencing academic engagement. However, for this influence to translate into sustained academic engagement, it is essential to bolster self-efficacy. Institutional interventions, such as mentoring and active learning, are critical in enhancing students' confidence, thereby contributing to improved academic success and retention.

Instituciones: Universidad Peruana Unión