The purposes of this research were as follows: 1) to develop and validate a hypothetical model of learning outcome, 2) to examine the direct and indirect effects between self-efficacy and learning outcome, and 3) to examine the mediating roles of goal orientation, self-regulated learning and effort investment between self-efficacy and learning outcome. Research samples consisted of 700 Cambodian undergraduate students. Stratified random sampling was used to select sample from 2 fields which were Sciences and Social sciences. The data were collected using a questionnaire. Data analyses included descriptive statistics, independent samples t-test, two-way MANOVA and LISREL. The research findings were as follows: 1). The causal model of learning outcome was fitted to the data (chi-square = 27.787, df = 21, p = 0.146, GFI = 0.992, AGFI = 0.978, RMSEA = 0.021, RMR = 0.005). 2). Self-efficacy showed the highest direct effect on learning outcome (β = 0.313), followed by self-regulated learning (β = 0.177). Besides, self-efficacy had the highest indirect effect on learning outcome (β = 0.237), followed by goal orientation (β = 0.226). 3). Self-regulated learning was a partial mediator between self-efficacy and learning outcome (z = 2.344, p < .05). However, no mediating effects of goal orientation and effort investment were found in the model.

Thesis (M.Ed.)--Chulalongkorn University, 2014