Discriminant validity of the measurement model.

This study investigates factors influencing student engagement in Ethiopian higher education, focusing on self-efficacy, teacher support, and technology support at Mattu University. A cross-sectional survey design was employed; involving 620 undergraduate students selected using stratified sampling. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling (SEM) to assess the impact of these variables on student engagement. The findings reveal that teacher support, technology support, and self-efficacy collectively explain 69% of the variance in student engagement, with teacher support identified as the strongest predictor. The results highlight the importance of supportive teacher-student relationships, accessible digital resources, and students’ confidence in their academic abilities for fostering engagement. The study underscores the need for improved teacher preparation, diverse instructional strategies, and enhanced access to digital resources. These findings offer practical recommendations for policymakers and educational institutions in Ethiopia to create more engaging learning environments, ultimately enhancing academic success and retention in higher education.本研究以马图大学（Mattu University）为研究场景，探究埃塞俄比亚高等教育中学生学习投入的影响因素，重点关注自我效能感、教师支持与技术支持三大维度。本研究采用横断面调查设计，通过分层抽样方法选取620名本科生作为研究对象。研究采用结构化问卷收集数据，并通过结构方程模型（Structural Equation Modeling, SEM）分析上述变量对学生学习投入的影响效应。结果显示，教师支持、技术支持与自我效能感三者共同解释了学生学习投入69%的变异量，其中教师支持为最强的预测因子。研究凸显了良好的师生支持关系、可及性数字资源以及学生学术能力自信心对于提升学习投入的重要性，同时强调了优化教师培训、丰富教学策略以及拓展数字资源获取渠道的必要性。上述研究结果可为埃塞俄比亚的政策制定者与教育机构提供实践参考，助力其构建更具吸引力的学习环境，最终提升高等教育阶段的学业成就与学生留存率。