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Background <p>Students’ perception of their academic environment plays a crucial role in shaping how they view their own abilities and in building their confidence to succeed academically.</p> Objective <p>To examine the relationships between students’ perception of the academic atmosphere (SPA), students’ academic self-perception (SAP), and self-efficacy (SE), and to determine the mediating role of SAP in the link between SPA and SE.</p> Methods <p>This cross-sectional study used the <i>Dundee Ready Education Environment Measure</i> (DREEM) scale to assess students’ perceptions of the learning environment, focusing on SPA, SAP, and SE. Data from 215 students were collected via self-administered questionnaires. The validity and reliability of the model were ensured through Cronbach’s alpha, composite reliability, average variance extracted (AVE), and heterotrait–monotrait ratio (HTMT). <i>Structural equation modeling</i> (SEM) was conducted to examine construct relationships, with model fit evaluated using standardized root mean square residual (SRMR), normed fit index (NFI), and chi-square (χ²). Path coefficients, indirect effects, and total effects were analyzed using SPSS and SmartPLS.</p> Results <p>SPA, SAP, and SE demonstrated strong reliability and validity, with Cronbach’s alpha, composite reliability, and AVE exceeding recommended thresholds. Discriminant validity was confirmed by HTMT values below 0.90. The model showed good fit (SRMR = 0.058, NFI = 0.86, χ² = 406.911). SPA exhibited a significant association with self-efficacy (SE) (β = 0.323, <i>p</i> &lt; 0.001) and with academic self-perception (SAP) (β = 0.743, <i>p</i> &lt; 0.001). Furthermore, academic self-perception was also significantly associated with self-efficacy. The model explained 55.2% of the variance in SAP and 20.3% of the variance in SE, thereby indicating meaningful associations among the constructs.</p> Conclusion <p>Students’ perceptions of the academic atmosphere (SPA) were significantly associated with both academic self-perception (SAP) and self-efficacy (SE). These findings underscore the importance of supportive academic environments and suggest that favorable perceptions of the learning atmosphere are correlated with enhanced academic self-beliefs and confidence. Longitudinal or experimental studies are necessary to establish causal relationships among these variables.</p> Clinical trial number <p>Not applicable.</p>

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Academic atmosphere, academic self-perception, and student self-efficacy: a structural model

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月13日

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  • Amira Alshowkan,
  • Emad Shdaifat,
  • Fatimah Alnass,
  • Faisal Al-Dhafeeri

摘要

Background

Students’ perception of their academic environment plays a crucial role in shaping how they view their own abilities and in building their confidence to succeed academically.

Objective

To examine the relationships between students’ perception of the academic atmosphere (SPA), students’ academic self-perception (SAP), and self-efficacy (SE), and to determine the mediating role of SAP in the link between SPA and SE.

Methods

This cross-sectional study used the Dundee Ready Education Environment Measure (DREEM) scale to assess students’ perceptions of the learning environment, focusing on SPA, SAP, and SE. Data from 215 students were collected via self-administered questionnaires. The validity and reliability of the model were ensured through Cronbach’s alpha, composite reliability, average variance extracted (AVE), and heterotrait–monotrait ratio (HTMT). Structural equation modeling (SEM) was conducted to examine construct relationships, with model fit evaluated using standardized root mean square residual (SRMR), normed fit index (NFI), and chi-square (χ²). Path coefficients, indirect effects, and total effects were analyzed using SPSS and SmartPLS.

Results

SPA, SAP, and SE demonstrated strong reliability and validity, with Cronbach’s alpha, composite reliability, and AVE exceeding recommended thresholds. Discriminant validity was confirmed by HTMT values below 0.90. The model showed good fit (SRMR = 0.058, NFI = 0.86, χ² = 406.911). SPA exhibited a significant association with self-efficacy (SE) (β = 0.323, p < 0.001) and with academic self-perception (SAP) (β = 0.743, p < 0.001). Furthermore, academic self-perception was also significantly associated with self-efficacy. The model explained 55.2% of the variance in SAP and 20.3% of the variance in SE, thereby indicating meaningful associations among the constructs.

Conclusion

Students’ perceptions of the academic atmosphere (SPA) were significantly associated with both academic self-perception (SAP) and self-efficacy (SE). These findings underscore the importance of supportive academic environments and suggest that favorable perceptions of the learning atmosphere are correlated with enhanced academic self-beliefs and confidence. Longitudinal or experimental studies are necessary to establish causal relationships among these variables.

Clinical trial number

Not applicable.