Religiosity and Academic Flow in Islamic Higher Education: The Mediating Role of Self-Efficacy and Implications for Student Support
DOI:
https://doi.org/10.70211/wesw.v3i3.291Keywords:
Academic Flow, Islamic Higher Education, Religiosity, Self-Efficacy, University StudentsAbstract
Academic flow offers a perspective on the quality of student engagement, yet its psychological correlates in Islamic higher education remain insufficiently integrated. This study examined the association between religiosity and academic flow through self-efficacy among 320 third- and fifth-semester students drawn proportionately from five study programs at Mataram State Islamic University, Indonesia (population = 1,590). Religiosity, self-efficacy, and academic flow were assessed using researcher-developed four-point Likert scales, and a regression-based mediation model was estimated in JAMOVI 2.6.45. The indirect association was positive (estimate = 0.491, SE = 0.0536, 95% CI [0.386, 0.595], p < .001); the direct association also remained positive (0.312, 95% CI [0.201, 0.423], p < .001). The reported indirect pathway accounted for 61.1% of the total association, consistent with partial statistical mediation. These cross-sectional associations do not establish causal ordering. The findings suggest that supportive learning environments could attend to both students’ meaning-related resources and their academic capability beliefs, without presuming that religiosity alone produces engagement.
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