Article Sidebar

Download
pdf
Statistic
Read Counter : 0 Download : 0

Main Article Content

Abstract

Managing work and study responsibilities simultaneously can create substantial challenges for university students; however, evidence on academic resilience and success among working undergraduates in Cambodia remains limited. This study addresses this gap by developing and testing a structural equation model examining the effects of self-directed learning, self-efficacy, and peer support on academic resilience and academic success. A quantitative correlational design was employed with 385 working undergraduate students from four faculties at BELTEI International University, Cambodia. Data were analyzed using SPSS and AMOS. The findings indicate that self-directed learning (ꞵ = .131, p = .008), self-efficacy (ꞵ = .763, p < .001), and peer support (ꞵ = .340, p < .001) significantly predict academic resilience, with self-efficacy showing the strongest effect. Additionally, these factors also significantly predict academic success: self-directed learning (β = .174, p < .001), self-efficacy (β = .340, p = .009), and peer support (β = .167, p = .008), while academic resilience has the strongest effect (β = .493, p < .001). The model explains 72% of the variance in academic resilience and 75% in academic success, indicating substantial explanatory power. The findings underscore the importance of strengthening self-efficacy, self-directed learning, peer support, and academic resilience to help working students manage competing work and study demands. Universities should provide supportive learning environments, mentoring, peer support, and flexible learning arrangements. Future research should validate the model across diverse samples and institutional contexts.

Keywords

Academic Success, Academic resilience, Cambodia, Higher education, Peer support, Self-directed learning, Self-efficacy, Working undergraduate students

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
cheng, chhayna. (2026). Exploring the Determinants of Academic Success among Working Undergraduate Students in Cambodia. International Journal of Asian Education, 7(2). https://doi.org/10.46966/ijae.v7i2.534

References

  1. Afandi, I. N., Ismail, N. S., & Asdalifa. (2022, January). Role conflict on working students: Self-regulated learning as a predictor. In Interdisciplinary Conference of Psychology, Health, and Social Science (ICPHS 2021).
  2. https://doi.org/10.2991/assehr.k.220203.023
  3. Afthanorhan, A., Awang, Z., Majid, N. A., Foziah, H., Ismail, I., Halbusi, H. A., & Tehseen, S. (2021). Gain more insight from common latent factor in structural equation modeling. Journal of Physics: Conference Series, 1793(1), 012030.
  4. https://doi.org/10.1088/1742-6596/1793/1/012030
  5. Al-Abyadh, M. H. A., & Abdel Azeem, H. A. H. (2022). Academic achievement: Influences of university students’ self-management and perceived self-efficacy. Journal of Intelligence, 10(3), Article 55.
  6. https://doi.org/10.3390/jintelligence10030055
  7. Algouzi, S., Alzubi, A. A. F., & Nazim, M. (2023). Enhancing EFL students’ critical thinking skills using a technology-mediated self-study approach: EFL graduates and labor market in perspective. PLOS ONE, 18(10), Article e0293273.
  8. https://doi.org/10.1371/journal.pone.0293273
  9. Alisofi, A. N., Ghasemi, F., & Asadi, F. (2025). The effect of goal orientation on academic achievement with the mediating role of goal regulation and academic beliefs in upper secondary students. Mental Health and Lifestyle Journal, 3(1), 1–11.
  10. https://doi.org/10.61838/mhlj.3.1.2
  11. Almulla, M. (2024). Academic resilience and its relationships with academic achievement among students of King Faisal University in Saudi Arabia. Revista de Gestão Social e Ambiental, 18(9), e07391.
  12. https://doi.org/10.24857/rgsa.v18n9-134
  13. Al-Qadri, A. H., Mouas, S., Saraa, N., & Boudouaia, A. (2024). Measuring academic self-efficacy and learning outcomes: The mediating role of university English students' academic commitment. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 35.
  14. https://doi.org/10.1186/s40862-024-00253-5
  15. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall
  16. Bartolj, T., & Polanec, S. (2021). An empirical analysis of the effects of student work and academic performance on the probability of employment. Economic and Business Review, 23(1), 26–39.
  17. https://doi.org/10.15458/2335-4216.1003
  18. Binasari, E. S., & Tentama, F. (2025). Employability model for students in increasing career opportunities. Journal of Education and Learning (EduLearn), 19(2), 1167–1178.
  19. https://doi.org/10.11591/edulearn.v19i2.21255
  20. Bujang, M. A., Omar, E. D., Foo, D. H. P., & Hon, Y. K. (2024). Sample size determination for conducting a pilot study to assess reliability of a questionnaire. Restorative Dentistry & Endodontics, 49(1), 1–8.
  21. https://doi.org/10.5395/rde.2024.49.e3
  22. Cai, Z., & Meng, Q. (2025). Academic resilience and academic performance of university students: The mediating role of teacher support. Frontiers in Psychology, 16, 1463643.
  23. https://doi.org/10.3389/fpsyg.2025.1463643
  24. Chinyakata, R., Raselekoane, N. R., & Mphahlele, R. R. C. (2019). Factors contributing to postgraduate students working and studying simultaneously and its effects on their academic performance. African Renaissance, 16(1), Article a4.
  25. https://doi.org/10.31920/2516-5305/2019/V16n1a4
  26. Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357.
  27. https://doi.org/10.1037/0033-2909.98.2.310
  28. Dahal, A., & Bhat, N. (2023). Self-directed learning, its implementation, and challenges: A review. Nepal Journal of Health Sciences, 3(1), 102–115.
  29. https://doi.org/10.3126/njhs.v3i1.63277
  30. El Dine, N. A. A., & Kaoud, M. (2023). Impact of working while studying on university students’ academic performance in Egypt during the COVID-19 pandemic and transition to online learning. Journal of Education and E-Learning Research, 10(4), 627–636.
  31. https://doi.org/10.20448/jeelr.v10i4.5018
  32. Figueiredo, E., Fonseca, C., & Paiva, T. (2024). Self-efficacy and academic performance in higher education: A case study. European Public & Social Innovation Review, 9(1), 1–16.
  33. https://doi.org/10.31637/epsir-2024-960
  34. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
  35. https://doi.org/10.2307/3151312
  36. Gabryś, A., Boczkowska, M., & Konaszewski, K. (2025). Academic resilience scale (ARS-30): Assessment of psychometric properties of the Polish version of the measure. Forum Pedagogiczne, 15(2), 167–177.
  37. https://doi.org/10.21697/fp.2025.2.15
  38. Gai, G., Zhu, X., & Ahmad, N. S. (2026). Perceived peer support and academic achievement among university students: The chain mediating roles of emotion regulation and behavioral engagement. Scientific Reports, 16, Article 14350.
  39. https://doi.org/10.1038/s41598-026-45417-0
  40. Gharaibeh, B., Al-Smadi, A. M., & Boyle, D. (2017). Psychometric properties and characteristics of the Diabetes Self-Management Scale. International Journal of Nursing Sciences, 4(3), 252–25.
  41. https://doi.org/10.1016/j.ijnss.2017.04.001
  42. Greco, A., Annovazzi, C., Palena, N., Camussi, E., Rossi, G., & Steca, P. (2022). Self-efficacy beliefs of university students: Examining factor validity and measurement invariance of the new Academic Self-Efficacy Scale. Frontiers in Psychology, 12, 498824.
  43. https://doi.org/10.3389/fpsyg.2021.498824
  44. Griffin, G. (2022). The ‘work–work balance’ in higher education: Between over-work, falling short and the pleasures of multiplicity. Studies in Higher Education, 47(11), 2190–2203.
  45. https://doi.org/10.1080/03075079.2021.2020750
  46. Griffiths, T.-L., Dickinson, J., & Day, C. J. (2021). Exploring the relationship between extracurricular activities and student self-efficacy within university. Journal of Further and Higher Education, 45(9), 1294–1309.
  47. https://doi.org/10.1080/0309877X.2021.1951687
  48. Gunawan, E., & Huwae, A. (2022). Peer social support and academic resilience for students from 3T regions at SWCU. Eduvest–Journal of Universal Studies, 2(12), 2701–2716. https://doi.org/10.59188/eduvest.v2i12.694
  49. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Pearson Education.
  50. https://www.drnishikantjha.com/papersCollection/Multivariate%20Data%20Analysis.pdf
  51. Hutcheson, G., & Sofroniou, N. (1999). The multivariate social scientist: Introductory statistics using generalized linear models. Sage Publications.
  52. https://doi.org/10.4135/9780857028075
  53. Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396–403.
  54. https://doi.org/10.9734/BJAST/2015/14975
  55. Kanyopa, T. J., & Makgalwa, M. M. (2024). Adopting self-directed learning as an approach for enhancing academic achievement of university students. Journal of Ecohumanism, 3(7), 5273–5282.
  56. https://doi.org/10.62754/joe.v3i7.4637
  57. Konaszewski, K., Kolemba, M., & Niesiobędzka, M. (2021). Resilience, sense of coherence, and self-efficacy as predictors of stress coping style among university students. Current Psychology, 40(8), 4052–4062.
  58. https://doi.org/10.1007/s12144-019-00363-1
  59. Lan, B., Sam, R., Keo, V., & Rouet, W. (2024). Factors Influencing Academic Adjustment and Learning Outcomes in Higher Education Institutions in Battambang: A Conceptual Framework. European Journal of Theoretical and Applied Sciences, 2(5), 9-30.
  60. https://doi.org/10.59324/ejtas.2024.2(5).02
  61. Lase, P. D. J., & Wibowo, D. H. (2024). The power of peers: Understanding the link between social support and grit among working students. Jurnal Bimbingan dan Konseling Terapan, 8(1), 9–16.
  62. https://doi.org/10.30598/jbkt.v8i1.1890
  63. Lei, J., Calley, S., Brosnan, M., Ashwin, C., & Russell, A. (2020). Evaluation of a transition to university programme for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50(7), 2397–2411.
  64. https://doi.org/10.1007/s10803-018-3776-6
  65. Lessky, F., & Unger, M. (2023). Working long hours while studying: A higher risk for first-in-family students and students of particular fields of study? European Journal of Higher Education, 13(3), 347–366.
  66. https://doi.org/10.1080/21568235.2022.2047084
  67. Li, J., Yang, D., & Hu, Z. (2022). Wuhan college students’ self-directed learning and academic performance: Chain-mediating roles of optimism and mental health. Frontiers in Psychology, 12, Article 757496.
  68. https://doi.org/10.3389/fpsyg.2021.757496
  69. Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267–281. https://doi.org/10.1002/pits.20149
  70. Meng, Q., & Zhang, Q. (2023). The influence of academic self-efficacy on university students’ academic performance: The mediating effect of academic engagement. Sustainability, 15(7), 5767.
  71. https://doi.org/10.3390/su15075767
  72. Moeurn, C., Sam, C., & Mok, S. (2024). The challenges of the first-year student in higher education institutions in Cambodia. Social Science and Humanities Journal, 8(12), 6069–6101.
  73. https://doi.org/10.18535/sshj.v8i12.1527
  74. Nasir, S., Ali, M. A., & Iqbal, M. Z. (2025). Impact of peer relationship on academic performance of university students. Dialogue Social Science Review (DSSR), 3(7), 310–318.
  75. https://dialoguessr.com/index.php/2/article/view/713
  76. Nguyen, N. B., Nguyen, H. B., Pham, X. H. T., Nguyen, N. N., & Truong, N. Y. N. (2021). Investigating difficulties of self-study in reading skills of English language students of the high-quality training program at Can Tho University. International Journal of Science and Management Studies (IJSMS), 4(5), 72–80.
  77. https://doi.org/10.51386/25815946/ijsms v4i5p107
  78. Orbilla, E. C., Jr., & Paglinawan, J. L. (2025). Balancing between work and study: Trials and triumphs of working students at an early age. International Journal of Research and Innovation in Applied Science, 10(5), 160–168.
  79. https://doi.org/10.51584/IJRIAS.2025.100500015
  80. Paik, S. C. (2024). Peer mentoring and students’ engagement in social work classes: A case study in a government college in Bangladesh. International Journal of Research and Innovation in Social Science, 8(2), 1260–1272.
  81. https://doi.org/10.47772/IJRISS.2024.802088
  82. Pérez-Jorge, D., Boutaba-Alehyan, M., González-Contreras, A. I., & Pérez-Pérez, I. (2025). Examining the effects of academic stress on student well-being in higher education. Humanities and Social Sciences Communications, 12(1), 1–13.
  83. https://doi.org/10.1057/s41599-025-04698-y
  84. Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903.
  85. https://doi.org/10.1037/0021-9010.88.5.879
  86. Pološki Vokić, N., Rimac Bilušić, M., & Perić, I. (2021). Work–study–life balance: The concept, its dyads, socio-demographic predictors, and emotional consequences. Zagreb International Review of Economics & Business, 24(SCI), 77–94.
  87. https://doi.org/10.2478/zireb-2021-0021
  88. Remenick, L., & Bergman, M. (2020). Support for working students: Considerations for higher education institutions. The Journal of Continuing Higher Education, 69(2), 1–12.
  89. https://doi.org/10.1080/07377363.2020.1777381
  90. Rogan, S., Taeymans, J., Zuber, S., & Zinzen, E. (2021). Impact of guided self-study on learning success in undergraduate physiotherapy students in Switzerland: A feasibility study of a higher education intervention. BMC Medical Education, 21(1), Article 362.
  91. https://doi.org/10.1186/s12909-021-02794-6
  92. Schimmelpfennig, F. (2025). The essential role of peer relationships in students’ motivation during adolescence. British Journal of Educational Psychology, 95(4), 1211–1233.
  93. https://doi.org/10.1111/bjep.12772
  94. Scholtz, S. E. (2021). Sacrifice is a step beyond convenience: A review of convenience sampling in psychological research in Africa. SA Journal of Industrial Psychology, 47(1), Article 1837.
  95. https://doi.org/10.4102/sajip.v47i0.1837
  96. Smith, J., Hughes, G., & Spanner, L. (2024). The role of student peers in HE student mental health and well-being. Mental Health and Social Inclusion, 28(3), 195–207.
  97. https://doi.org/10.1108/MHSI-11-2022-0070
  98. Thies, T. (2022). International students in higher education: The effect of student employment on academic performance and study progress. Higher Education, 86(4), 933–951.
  99. https://doi.org/10.1007/s10734-022-00950-5
  100. Tecson, C. P., Torion, R. H., Rigos, D. G. I., Torres, J. V., Abergas, A. P., & Alivio, M. R. (2025). Assessing the relationship between work-study balance and academic success: A story of working students. International Journal of Research and Innovation in Social Science, 9(9), 5216–5240.
  101. https://dx.doi.org/10.47772/IJRISS.2025.909000422
  102. Tomak, B., & Seferoğlu, G. (2021). Self‑regulated learning strategies of learners of English in a Turkish state university to improve their language proficiency. Advances in Language and Literary Studies, 12(3), 22–27.
  103. https://doi.org/10.7575/aiac.alls.v.12n.3.p.22
  104. Tran, N. B., Tran, L. C., Nguyen, Q. T. T., et al. (2026). University adaptation among first-year medical students: Development and psychometric validation of the medical student adaptation questionnaire in Vietnam. BMC Medical Education, 26, Article 243.
  105. https://doi.org/10.1186/s12909-026-08592-2
  106. Uakarn, C., Chaokromthong, K., & Sintao, N. (2021). Sample size estimation using Yamane and Cochran and Krejcie and Morgan and Green formulas and Cohen statistical power analysis by G*Power and comparisons. APHEIT International Journal of Interdisciplinary Social Sciences and Technology, 10(2), 76–86.
  107. https://so04.tci-thaijo.org/index.php/ATI/article/view/254253
  108. Ye, W., Strietholt, R., & Blömeke, S. (2021). Academic resilience: Underlying norms and validity of definitions. Educational Assessment, Evaluation and Accountability, 33(1), 169–202.
  109. https://doi.org/10.1007/s11092-020-09351-7
  110. Zhao, W., & Lertlit, S. (2023). The enhancements of self-directed learning on tertiary level students’ English reading skills: A Thai private university context. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 588–602.
  111. https://so04.tci-thaijo.org/index.php/LEARN/index