Study Habits as Mediator of Self-Efficacy, Motivation, and Instructor Support on Academic Performance: A Structural Equation Modeling Approach

Study Habits as Mediator of Self-Efficacy, Motivation, and Instructor Support on Academic Performance: A Structural Equation Modeling Approach | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Study Habits as Mediator of Self-Efficacy, Motivation, and Instructor Support on Academic Performance: A Structural Equation Modeling Approach Jennifer Montero This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8298639/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Academic performance in higher education significantly influences national development, yet limited research integrates psychological, instructional, and behavioral determinants within unified frameworks, particularly in developing countries. This study developed and validated a structural equation model examining how self-efficacy, motivation, instructor support, and study habits collectively influence academic performance among 349 Philippine education students. Using stratified random sampling and validated surveys, researchers collected data and analyzed relationships through Structural Equation Modeling guided by Social Cognitive Theory. Results revealed that study habits directly predicted 39% of GPA variance (β = 0.42), while self-efficacy strongly influenced motivation (β = 0.94) and instructor support (β = 0.83), which subsequently shaped study behaviors. The model demonstrated excellent fit (χ²/df = 1.77, CFI = 0.93, RMSEA = 0.04). These findings suggest that higher education institutions should prioritize interventions targeting study habit development as the primary mechanism for improving academic performance. Educators must strengthen students' self-efficacy beliefs and provide consistent instructional support to foster effective learning behaviors. Furthermore, policymakers should design student-centered programs that integrate psychological skill-building, pedagogical support systems, and study skills training to address achievement gaps in developing educational contexts. Structural Equation Modeling self-efficacy student motivation instructor support study habits academic performance Philippine higher education Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8298639","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":561181089,"identity":"58d0e745-94c1-4993-8585-c5f2dd809895","order_by":0,"name":"Jennifer 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This study developed and validated a structural equation model examining how self-efficacy, motivation, instructor support, and study habits collectively influence academic performance among 349 Philippine education students. Using stratified random sampling and validated surveys, researchers collected data and analyzed relationships through Structural Equation Modeling guided by Social Cognitive Theory. Results revealed that study habits directly predicted 39% of GPA variance (β\u0026thinsp;=\u0026thinsp;0.42), while self-efficacy strongly influenced motivation (β\u0026thinsp;=\u0026thinsp;0.94) and instructor support (β\u0026thinsp;=\u0026thinsp;0.83), which subsequently shaped study behaviors. The model demonstrated excellent fit (χ\u0026sup2;/df\u0026thinsp;=\u0026thinsp;1.77, CFI\u0026thinsp;=\u0026thinsp;0.93, RMSEA\u0026thinsp;=\u0026thinsp;0.04). 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