The effect of socioeconomic status on the relationship between self-efficacy and academic achievement among students in government-aided USE schools in Mbale city, Uganda.
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Date
2026
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Busitema University
Abstract
This study employed a mixed-methods approach to examine the moderating effect of socio-economic status (SES) on the relationship between self-efficacy and academic achievement among 336 students in Mbale, ensuring methodological rigor through established validity and reliability coefficients. The quantitative and qualitative data analysis, which included correlation, Chi-square, and regression, yielded key statistical findings per objective: a Chi-square test confirmed a significant association between age and levels of self-efficacy and SES, a correlation analysis revealed a moderate, significant relationship between academic achievement and self-efficacy (*r* = [Value], *p* < .05), and a regression analysis demonstrated that SES significantly moderated the self-efficacy-achievement relationship (ΔR² = [Value], p < .05), though self-efficacy was the only significant direct predictor. Consequently, the study concluded that while a high proportion of students demonstrated strong academic achievement, SES is a crucial moderator, leading to recommendations that teachers provide enhanced career guidance and monitoring and that students be advised on effectively utilizing available family resources to improve both self-efficacy and academic performance
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Muzaki, E. (2026). The effect of socioeconomic status on the relationship between self-efficacy and academic achievement among students in government-aided USE schools in Mbale city, Uganda. [Unpublished dissertation]. Busitema University.