Life Satisfaction and Engagement among University Undergraduates: A Moderated Mediation Model of Academic Self-efficacy and Life Orientation

Abstract

This study examined the conditional indirect effect of optimism in the interplay between life satisfaction and student engagement through academic self-efficacy. Participants were 166 (mean age = 21.72, σ = 2.71, ♀ = 57.8%) university undergraduates, who responded to an online survey containing Student Engagement Scale, Satisfaction with Life Scale, General Academic Self-Efficacy Scale and Life Orientation Test-Revised. Data were screened for normality and intercorrelation using the Pearson Product Moment Correlation statistical tool. Both the direct and indirect effects were estimated using the AMOS Structural Equation Modelling (SEM) procedure while the conditional indirect effect was ascertained using the Hayes (2018) Process Macro. Results showed that life satisfaction, academic self-efficacy and optimism were independent predictors of student engagement. The indirect effect of academic self-efficacy in the life orientation - student engagement link was also significant. The study concluded that the conditional indirect effect of optimism in the association between life satisfaction and student engagement via academic self-efficacy was stronger for low optimistic undergraduate students.