The primary objective of this study is to investigate the relationships
between the fundamental psychological concepts that influence university
students' academic self-efficacy. Specifically, the direct and indirect
interactions between self-regulation, time management, and academic selfefficacy were analyzed using structural equation modeling. The study was
conducted with a sample of 450 undergraduate students enrolled at a
public university in Turkey utilizing a quantitative research design.
Findings revealed that self-regulation was strongly associated with time
management, which was in turn significantly related to academic selfefficacy. Furthermore, results indicated that self-regulation was directly
and indirectly associated with academic self-efficacy through time
management. Correlation analyses supported significant and positive
relationships among all variables. Collectively, these results highlight the
important role of behavioral regulation skills in relation to academic selfefficacy. The study highlights the imperative for educational contexts to
foster both time management skills and self-regulation competencies,
suggesting that a comprehensive, integrative approach to these
interrelated constructs is essential for optimizing students’ academic
performance and strengthening their self-belief.