Mediating Effects of English Proficiency on the Association Between Religiosity Commitment, Study Habits, Self-Study Concept, and Perceived Stress

Abstract

Purpose of the study: The purpose of this study is to examine the relationship between religiosity commitment, self-study concept, study habits, and English proficiency. Besides, this paper aims to investigate the way English proficiency mediates the relationship between religiosity commitment, self-study concept, and study habits with perceived stress, respectively, among undergraduates, enrolled in a Management course.
 Methodology: A quantitative method was employed in this study involving 243 undergraduates of Universiti Teknologi MARA (UiTM) Pahang. The respondent selection method employed a simple random sampling technique. A questionnaire survey was designed based on previous literature. Statistical Package for Social Sciences (SPSS) 22.0 and Structural Equation Modelling (SEM) using AMOS software were used to analyze and test all hypotheses developed.
 Main Findings: This study found a significant relationship between religiosity commitment, study habits, and self-study concept with English proficiency. The results also demonstrated a positive and significant relationship between English proficiency and perceived stress. Furthermore, the results of this study revealed that English proficiency mediated the relationship between religiosity commitment, study habits, self-study concept, and perceived stress.
 Applications of this study: This study is intended to provide insight for undergraduates to identify the critical factors that can contribute to their English proficiency. Furthermore, it can serve as a guideline and control mechanism for the university and lecturers to ensure the course will be delivered excellently, which will lead to an increase in English proficiency and reduce the stress level among university students.
 Novelty/Originality of this study: Due to the lack of research considering English proficiency as a mediator, this study will bridge the gap by examining the mediating role of English proficiency on the relationship between religiosity commitment, study habits, self-study concept, and perceived stress.