Examining the mediating effect of open distance learning students’ study engagement in relation to their life orientation and self-efficacy.

Abstract

This study reports on the mediating effect of study engagement (measured by an adapted version of the Utrecht Work Engagement Scale) in relation to students’ life orientation (measured by the Orientation to Life Questionnaire) and their self-efficacy (measured by the Self-efficacy Scale). Participants included a non-probability sample of 127 predominantly early career (25-40 years), employed blacks and females enrolled for third year level ODL undergraduate studies in Industrial and Organisational Psychology. A quantitative survey design was followed, collecting primary data. Data analyses consisted of an analysis of correlations and three simple mediational models. The results revealed significant direct and indirect effects between the variables. Study engagement positively mediated the relationship between life orientation and self-efficacy. These findings contribute new knowledge that inform the design of learning and assessment activities aimed at enhancing ODL students’ sense of the comprehensibility and meaningfulness of their studies, their engagement in their studies and beliefs about their capability to be successful in their studies.