Mitigating Student Cynicism for Sustainable Academic Performance: University Identification and Academic Self-Efficacy

Abstract

This study explores the complex relationships among student cynicism, student-university identification, academic self-efficacy, and academic performance within the context of Turkish higher education. Drawing on social identity and social cognitive theories, student cynicism is examined through four dimensions: academic, policy-related, institutional, and social. Survey data were collected from 630 university students in Ankara, T & uuml;rkiye, using a cross-sectional design and self-reported measures. The results indicate that institutional cynicism is the strongest negative predictor of student-university identification, while academic cynicism shows a curvilinear (U-shaped) relationship with academic performance, suggesting that extreme cynicism may paradoxically be linked to modest performance rebounds. Contrary to expectations, student-university identification does not significantly predict academic performance, nor does it mediate the relationship between cynicism and performance. However, academic self-efficacy moderates the relationship between identification and performance, amplifying the benefits of identification for students with higher levels of self-efficacy. These findings offer culturally grounded insights into student disengagement and highlight the importance of fostering trust, transparency, and self-efficacy to support student well-being and academic resilience, key elements in advancing Sustainable Development Goals 4 (Quality Education) and 8 (Decent Work and Economic Growth).