ESP-3659

Published

2025-05-25

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Vol. 10 No. 5 (2025): Published

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Research Articles

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Copyright (c) 2025 Yiru Jiang, Bity Salwana Alias Mohamed Yusoff Mohd Nor, Mohd Rashid Bin Ab Hamid, Bo Li

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How to Cite

Jiang, Y., Alias, B. S., Mohd Nor, M. Y., Ab Hamid, M. R. B., & Li, B. (2025). Empowering engagement: The mediating role of academic self-efficacy in the link between teacher support and internship success among Wenzhou’s application-oriented university interns. Environment and Social Psychology, 10(5), ESP-3659. https://doi.org/10.59429/esp.v10i5.3659

Empowering engagement: The mediating role of academic self-efficacy in the link between teacher support and internship success among Wenzhou’s application-oriented university interns

Yiru Jiang

Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Selangor, 43600, Malaysia

Bity Salwana Alias

Centre of Leadership and Educational Policy, Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi, Selangor, 43600, Malaysia

Mohamed Yusoff Mohd Nor

Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi, Selangor, 43600, Malaysia

Mohd Rashid Bin Ab Hamid

Centre for Mathematical Science, Universiti Malaysia Pahang al-Sultan Abdullah, Persiaran Tun Khalil Yaakob, Gambang，Kuantan, Pahang, 26300, Malaysia

Bo Li

Department of Human Resources, Wenzhou University of Technology, Wenzhou City, Zhejiang Province,325000, China


DOI: https://doi.org/10.59429/esp.v10i5.3659


Keywords: teacher support; academic self-efficacy; internship engagement; application-oriented university

Abstract

This study investigates the relationship between teacher support, academic self-efficacy, and internship attendance in a cohort of application-oriented university interns in Wenzhou, China. With a quantitative research design, data were collected from 152 interns by means of online surveys employing validated instruments to measure the three variables under study. Using the application of multiple regression and bootstrap methods, findings indicated that teacher support was a predictor of internship participation (β = 0.485, p < 0.01), and academic self-efficacy was a partial mediator for this context (indirect effect β = 0.204, 95% CI [0.119, 0.338]). The findings suggest that the construction of strong support mechanisms for instructors, as well as the development of students' academic self-efficacy, can enhance internship results in higher education settings where practical applications are emphasized. Institutions of higher learning ought to implement specific strategies aimed at creating these factors in a bid to enhance the quality and effectiveness of their internship programs.

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