The study investigates the two-way serial mediation of academic self-efficacy and growth mindset in the nexus between team learning and perceived academic performance among university students in Ghana.
About 835 samples were selected using stratified sampling techniques from three technical universities that participated in the study. The data gathered using a self-reported questionnaire was analysed using SEM-PLS.
The findings reveal that team learning directly improves students’ academic self-efficacy, perceived academic performance and growth mindset. Academic self-efficacy and growth mindset separately, serially and bidirectionally mediate the relationship between team learning and perceived academic performance.
The results emphasize the need to foster a growth mindset among students. Additionally, educational policymakers should consider incorporating academic self-efficacy and growth mindset in students’ team learning processes to promote effective learning outcomes.
One of the first studies to have examined academic self-efficacy and growth mindset as a two-way serial mediation between team learning and perceived academic performance among university students.
