Abstract
With the growing emphasis on education and talent development, academic self-efficacy has emerged as critical constructs in higher education research. Prior studies confirmed their positive effects on academic achievement and psychological development; however, empirical research on effective intervention strategies remains limited. This study aimed to assess the levels of students’ academic self-efficacy, identify differences across students, teachers, and administrators, and explore the challenges students face. Using an explanatory sequential mixed-method design, quantitative data were collected through surveys on self-efficacy (learning ability, learning behavior), followed by qualitative interviews for deeper insights. Respondents included students, teachers, and administrators from selected universities in China and the Philippines. Findings revealed significant differences in perceptions among role groups: administrators rated students’ capabilities higher, while students rated themselves lower, particularly in learning ability. Interviews highlighted key barriers including academic stress, limited teacher support, and insufficient resources. This study contributes by integrating self-efficacy frameworks providing empirical evidence for designing intervention programs. The results offer practical implications for policymakers, educators, and institutions in fostering students’ confidence, resilience, and academic success.
Keywords: academic self-efficacy，higher education, mixed method, intervention framework
Introduction
Since the 21st century, as higher education had transitioned from an elite system to mass education, declining academic quality had become a global challenge. According to the 2023 World Bank report, only 41% of university students in low-and middle-income countries meet the “basic academic competency threshold” (reading, mathematics, and critical thinking), while even in high-income countries, this proportion remained below 67%. This phenomenon could be attributed to the collapse of academic self-efficacy: the former concerned students’ belief systems about their learning abilities, which influenced goal setting, persistence, and coping strategies in adversity (Bandura, 1997). High levels of academic self-efficacy had been found to reduce academic burnout, test anxiety, and procrastination (Gao, 2020), and were positively correlated with subjective well-being and mental health (Ren, 2021).
Varied countries in Asia face unique challenges and opportunities in their higher education systems. Disparities were influenced by regional economic growth rates, investment in educational resources, and the degree of internationalization. Institute of Party History and Literature of the CPC Central Committee (2024) emphasized that education was an important cornerstone of national rejuvenation and social progress. There were multifarious ways of honing an individual to become fully and decently educated. Learning motivation and reinforcement of the positive learning behaviour to perform dutifully and consciously the academic tasks were necessary to substantiate the cooperative and inclusive activities that education played in the learning environment.
Statement of the Problem
The main purpose of this study was to explore the extent of students´ academic self- efficacy in higher education. Specially, the study aimed to answer the following questions:
1. What was the level of academic self-efficacy of the students as perceived by the respondents in terms of:
1.1. Learning ability;
1.2. Learning behavior?
2. Were there significant differences in the responses of the respondents in terms of their roles as students, teachers and school administrators?
3. What were the challenges faced by the students in their academic self-efficacy?
4. Based on the results of the study, what framework for the administration of intervention programs may be designed to improve academic self-efficacy of the students?
Methodology
Design. This study adopted a mixed method, using both quantitative and qualitative research approaches. The mixed method design used was the explanatory sequential research design wherein collection and analysis of data from both quantitative and qualitative approaches were done (Siedlecki & Sandra, 2020).
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