Abstract :

This study investigates the relationship between self-efficacy, academic achievement, perceived behavioral control (PBC), and sustainable behavior among students in an educational context. Self-efficacy refers to individuals’ belief in their ability to succeed in academic tasks, while PBC pertains to individuals’ perception of their control over their behavior. Sustainable behavior of students encompasses actions that support sustainable learning and environment. The study includes a sample of students from different educational levels and collects data through surveys to measure self-efficacy, PBC, sustainable behavior, and academic achievement. The findings highlight the significant role of self-efficacy in predicting sustainable behavior, and sustainable behavior as a mediator between self-efficacy and academic achievement. Additionally, PBC has an influence on both self-efficacy and sustainable behavior of students. These findings contribute to a better understanding of the psychological factors related to improved academic achievement. The practical implications of this study provide insights for educators and policymakers to develop strategies that enhance self-efficacy, PBC, and sustainable behavior among students, ultimately leading to enhanced academic achievement.

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Keywords :

Academic Achievement, Perceived Behavioral Control, Self-Efficacy, sustainable behavior.

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