Exploring the Mediating Effects of Self-Efficacy on the Relationship between Learning Interaction, Teaching Style, Student Engagement, Course Quality and Academic Stress among MBA Students in Sri Lanka

Abstract

The rapid expansion of online education has exposed new challenges with student retention, and MBA students are struggling with academic stress. This investigation examines the correlation between academic stress and various retention strategies, with an emphasis on online MBA students from Sri Lanka. The research investigates the direct effects of five primary independent variables on academic stress: learning environment, student involvement, teaching style, course quality, and learning interaction. These variables are based on contemporary educational theories. Furthermore, it explores the mechanisms by which self-efficacy facilitates these connections. The 429 MBA students from officially accredited universities in Sri Lanka participated in this quantitative study by completing a standardized survey. This research employed Smart-PLS-Structural Equation Modeling (SEM) to analyze the data and determine the validity of the hypotheses. The evaluation of both direct and mediated connections was conducted using a systematic framework in this study. Results reveal that learning interaction, course quality, and student engagement teaching style significantly influence academic stress. In these interactions, self-efficacy serves as an essential mediator. The results of this study can be used by schools and faculty members to develop retention strategies that students are motivated to implement in order to alleviate academic stress. This research contributes to the growing body of literature on online education by establishing a framework for a productive and engaging classroom environment. This research underscores the necessity of personalized interventions to increase student retention rates and well-being in online learning environments.