The mediating effects of adversity quotient and self-efficacy on college students’ engagement and achievement

Abstract

Abstract This study aims to explore the relationship among student engagement, adversity quotient, and academic achievement in higher education institutions, and to examine the moderating role of self-efficacy. Data from 413 college students were collected using convenience sampling and analyzed using the PROCESS macro in SPSS. The results indicate that student engagement positively affects academic achievement and that the adversity quotient plays a significant mediating role between student engagement and academic achievement. Furthermore, self-efficacy was found to have a moderating effect between student engagement and the adversity quotient, potentially strengthening the positive impact of student engagement on the adversity quotient to a certain extent. The study suggests that educators should focus on enhancing student engagement and self-efficacy and design personalized educational interventions to improve students’ adversity quotient and academic achievement.