Study Habits as Mediator of Self-Efficacy, Motivation, and Instructor Support on Academic Performance: A Structural Equation Modeling Approach

Academic performance in higher education significantly influences national development, yet limited research integrates psychological, instructional, and behavioral determinants within unified frameworks, particularly in developing countries. This study developed and validated a structural equation model examining how self-efficacy, motivation, instructor support, and study habits collectively influence academic performance among 349 Philippine education students. Using stratified random sampling and validated surveys, researchers collected data and analyzed relationships through Structural Equation Modeling guided by Social Cognitive Theory. Results revealed that study habits directly predicted 39% of GPA variance (β = 0.42), while self-efficacy strongly influenced motivation (β = 0.94) and instructor support (β = 0.83), which subsequently shaped study behaviors. The model demonstrated excellent fit (χ²/df = 1.77, CFI = 0.93, RMSEA = 0.04). These findings suggest that higher education institutions should prioritize interventions targeting study habit development as the primary mechanism for improving academic performance. Educators must strengthen students' self-efficacy beliefs and provide consistent instructional support to foster effective learning behaviors. Furthermore, policymakers should design student-centered programs that integrate psychological skill-building, pedagogical support systems, and study skills training to address achievement gaps in developing educational contexts.