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<p>From a positive and health psychology perspective, Self-Management (SM) constitutes a central and strategic competence in effectively supporting individuals' personal resources for managing the relationship between students and the university. The SInAPSi University Center of the University of Naples Federico II has developed a group intervention, the SInAPSi Academic Self-Management Training (SAM), consisting of 6 weekly sessions. Through a toolkit containing tools and strategies and targeted work aimed at enhancing the relationship between students and the university in terms of academic engagement, it aims to promote SM competence.&#xa0;At the beginning and end of the program, participants were asked to complete the following instruments to assess the effectiveness of the program: the General Self-efficacy Scale for evaluating students’ self-efficacy and the SInAPSi Academic Engagement Scale for assessing academic engagement. Post-test evaluations were analyzed using a linear regression model to assess whether academic engagement at the beginning of the group training could predict the outcome of the intervention, in term of self-efficacy.&#xa0;106 students (F = 65; M = 41; Mean age = 24.49) voluntarily participated in both the SAM and efficacy evaluation. The linear regression model showed that out of the 6 dimensions of engagement according to the SAES 3, three of them—integration, university value and sense of belonging, and relationship with students—significantly predicted self-efficacy.&#xa0;Results show that SAM appears to be more beneficial for students with a good functioning of academic engagement.</p>

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The promotion of Self-Efficacy in the Sinapsi Academic Self-Management Training Group: The predictive role of academic engagement

  • 期刊论文

  • 发表日期：

    2026年1月26日

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  • Maria Luisa Martino,
  • Raffaella Passeggia,
  • Maria Rosaria Di Natale,
  • Maria Francesca Freda

摘要

From a positive and health psychology perspective, Self-Management (SM) constitutes a central and strategic competence in effectively supporting individuals' personal resources for managing the relationship between students and the university. The SInAPSi University Center of the University of Naples Federico II has developed a group intervention, the SInAPSi Academic Self-Management Training (SAM), consisting of 6 weekly sessions. Through a toolkit containing tools and strategies and targeted work aimed at enhancing the relationship between students and the university in terms of academic engagement, it aims to promote SM competence. At the beginning and end of the program, participants were asked to complete the following instruments to assess the effectiveness of the program: the General Self-efficacy Scale for evaluating students’ self-efficacy and the SInAPSi Academic Engagement Scale for assessing academic engagement. Post-test evaluations were analyzed using a linear regression model to assess whether academic engagement at the beginning of the group training could predict the outcome of the intervention, in term of self-efficacy. 106 students (F = 65; M = 41; Mean age = 24.49) voluntarily participated in both the SAM and efficacy evaluation. The linear regression model showed that out of the 6 dimensions of engagement according to the SAES 3, three of them—integration, university value and sense of belonging, and relationship with students—significantly predicted self-efficacy. Results show that SAM appears to be more beneficial for students with a good functioning of academic engagement.