Impact of Teacher-Student Bond and Self-Efficacy on Classroom Engagement and Academic Procrastination Among University Students
DOI:
https://doi.org/10.63468/sshrr.041Keywords:
Teacher-Student Bond, Self-Efficacy, Classroom Engagement, Academic Procrastination, University StudentsAbstract
This study investigates the teacher-student bond and self-efficacy influence classroom engagement and academic procrastination among university students. A sample of (N=200 students n=100 males, n=100 females) participated using purposive sampling. Validated instruments measured each variable include the student-instructor relationship scale, general self-efficacy scale, university student engagement inventory, and academic procrastination scale. Correlational research design and purposive sampling techniques were used Correlation, regression and other multiple analyses revealed that both teacher-student bond and self-efficacy positively predicted classroom engagement and negatively predicted academic procrastination.
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Copyright (c) 2025 Ms. Dawra, Dr. Muhammad Luqman Khan, Muhammad Mamoon Aziz Alam
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