Engagement, self-efficacy and self-regulation as predictors of academic success in non-medical healthcare education

Abstract

Background: The increased demand for skilled healthcare professionals has sparked interest in examining factors affecting the academic success of non-medical healthcare students. Method: This study builds on quantitative study using online questionnaire-based survey focusing on the effect of engagement, self-efficacy and self-regulated learning on academic success. A total of 540 students of non-medical health study programmes participated on the study. Results: The results show a significant positive correlation between engagement and academic success (r =.50; p <.01), as well as between self-efficacy (r =.43; p <.01) and self-regulation of learning (r =.55; p <.01). Conclusion: The study shows that strengthening engagement, self-efficacy, and self-regulation of learning is crucial for improving students’ academic performance and their successful career preparation. These findings have important implications for educational strategies aimed at optimizing the teaching and support of healthcare students.