Akademik Veri Yönetim Sistemi
BMC Psychology, cilt.14, sa.1, 2026 (SSCI, Scopus)
The primary objective of this study is to investigate the relationships between the fundamental psychological concepts that influence university students’ academic self-efficacy. Specifically, the direct and indirect interactions between self-regulation, time management, and academic self-efficacy were analyzed using structural equation modeling. The study was conducted with a sample of 450 undergraduate students enrolled at a public university in Turkey utilizing a quantitative research design. Findings revealed that self-regulation was strongly associated with time management, which was in turn significantly related to academic self-efficacy. Furthermore, results indicated that self-regulation was directly and indirectly associated with academic self-efficacy through time management. Correlation analyses supported significant and positive relationships among all variables. Collectively, these results highlight the important role of behavioral regulation skills in relation to academic self-efficacy. The study highlights the imperative for educational contexts to foster both time management skills and self-regulation competencies, suggesting that a comprehensive, integrative approach to these interrelated constructs is essential for optimizing students’ academic performance and strengthening their self-belief.