Enhancing students’ academic performance: a two-way serial mediation model

Abstract

Purpose The study investigates the two-way serial mediation of academic self-efficacy and growth mindset in the nexus between team learning and perceived academic performance among university students in Ghana. Design/methodology/approach About 835 samples were selected using stratified sampling techniques from three technical universities that participated in the study. The data gathered using a self-reported questionnaire was analysed using SEM-PLS. Findings The findings reveal that team learning directly improves students’ academic self-efficacy, perceived academic performance and growth mindset. Academic self-efficacy and growth mindset separately, serially and bidirectionally mediate the relationship between team learning and perceived academic performance. Practical implications The results emphasize the need to foster a growth mindset among students. Additionally, educational policymakers should consider incorporating academic self-efficacy and growth mindset in students’ team learning processes to promote effective learning outcomes. Originality/value One of the first studies to have examined academic self-efficacy and growth mindset as a two-way serial mediation between team learning and perceived academic performance among university students.