Structural relationship of academic self-efficacy, mobile learning readiness, and academic performance among graduate students: a mediation study

Recent studies indicate that academic performance is a complex phenomenon that can be influenced by various factors. Previous studies have also demonstrated a positive and significant relationship between academic performance, academic self-efficacy, and readiness to take advantage of mobile learning tools. The mediating role of mobile learning readiness in the relationship between academic self-efficacy and academic performance has received scant attention from researchers. The current study has investigated the potential relationship between academic self-efficacy, mobile learning readiness, and academic performance. The study sample comprises 326 students from horizontal ellipsis University. Data were analyzed by means of structural equation modeling employing AMOS software. Results demonstrated a positive and significant relationship between mobile learning readiness and students' academic performance. Furthermore, the findings revealed that increased academic self-efficacy was not significantly associated with improved academic performance. Eventually, mobile learning readiness positively mediated the relationship between academic self-efficacy and the students' academic performance. Considering the key findings of the present study, we suggest implications for developing students' mobile learning readiness in the mobile learning context.