Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain

Abstract

The core drive of the current study was to investigate that how individual psychological capital resources including academic efficacy and academic resilience influence student engagement. Secondly, the study was also intended to test the direct and moderating role of teachers' support on the prior relationships. This study was designed to assess the masters' students in the Kingdom of Bahrain due to the dearth of research in the domain. Hence, we collected students' 350 responses from a total of five private universities in the Kingdom of Bahrain. We employed structural equation modeling for the analysis purpose using SmartPLS software. Drawing upon Conservation of Resource Theory, the findings suggested significant positive impact of academic efficacy and academic resilience on student engagement. Accordingly, the results also landed support for significant positive relationship between teachers support and student engagement. Notably, the bootstrapping procedures also reported significant moderation of teachers' support on the relationship of academic efficacy and academic resilience with student engagement. The presented study attempted to fill a void by examining such relationships due to the reason that previous researchers have largely ignored the role teachers' support towards furthering the capitalization of individual psychological resources for better student engagement. Our study, lastly forwards robust recommendations and suggestions for future researchers.

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