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Antecedents of Learning: Role of Contextual Support and Learning Self-Efficacy

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Title: Antecedents of Learning: Role of Contextual Support and Learning Self-Efficacy
Language: English
Authors: Barjinder Singh, Stephanie T. Solansky, Donna Y. Stringer
Source: Journal of Education for Business. 2025 100(5):201-207.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Environment, Self Efficacy, Business Schools, Diversity (Institutional), College Environment, Teacher Student Relationship, College Students, Learning
DOI: 10.1080/08832323.2025.2493905
ISSN: 0883-2323
1940-3356
Abstract: Research on student learning has focused primarily on teaching strategies as key precursors to learning, while the impact of the learning environment has been largely overlooked. Additionally, the psychological mechanisms that connect environmental factors to student learning have not been thoroughly explored. To address this gap, we draw on the conservation of resources theory to propose that contextual support within the learning environment is linked to student learning, with learning self-efficacy as a mediator. Our study, conducted at the business school of a large Midwestern university, supports this hypothesis. The findings indicate that the relationship between contextual support and perceived learning is mediated by learning self-efficacy.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506749
Database: ERIC
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  Value: <anid>AN0186013021;jeb01jul.25;2025Jun20.02:57;v2.2.500</anid> <title id="AN0186013021-1">Antecedents of learning: Role of contextual support and learning self-efficacy </title> <p>Research on student learning has focused primarily on teaching strategies as key precursors to learning, while the impact of the learning environment has been largely overlooked. Additionally, the psychological mechanisms that connect environmental factors to student learning have not been thoroughly explored. To address this gap, we draw on the conservation of resources theory to propose that contextual support within the learning environment is linked to student learning, with learning self-efficacy as a mediator. Our study, conducted at the business school of a large Midwestern university, supports this hypothesis. The findings indicate that the relationship between contextual support and perceived learning is mediated by learning self-efficacy.</p> <p>Keywords: Perceived student learning; learning self-efficacy; instructor support; campus diversity climate</p> <hd id="AN0186013021-2">Introduction</hd> <p>Learning is a multifaceted process that encompasses mastering abstract principles, understanding proofs, retaining information, acquiring methods/techniques, reasoning, debating ideas, and adapting behaviors to specific situations (Fry et al., [<reflink idref="bib12" id="ref1">12</reflink>]). In recent years, the approach to teaching and learning has evolved significantly, with a renewed focus on identifying the most effective instructional strategies (Bonem et al., [<reflink idref="bib8" id="ref2">8</reflink>]). As the role students has shifted from passive recipients of knowledge to active learning participants (Lo, [<reflink idref="bib23" id="ref3">23</reflink>]), the responsibility of educational institutions has grown immensely, requiring them to not only equip students with the necessary skills but also to engage them in the learning process (Alam et al., [<reflink idref="bib2" id="ref4">2</reflink>]; Prince, [<reflink idref="bib29" id="ref5">29</reflink>]).</p> <p>Higher education's ultimate goal is to eliminate barriers for all learners (Alam et al., [<reflink idref="bib2" id="ref6">2</reflink>]). However, structural challenges—such as socioeconomic disparities and overreliance on limited teaching techniques—have intensified the obstacles students face in their learning journey (Alam et al., [<reflink idref="bib1" id="ref7">1</reflink>]; Felder & Brent, [<reflink idref="bib11" id="ref8">11</reflink>]). In addition, there is a critical gap in scholarly research around the contextual factors that influence learning (Bonem et al., [<reflink idref="bib8" id="ref9">8</reflink>]). Researchers increasingly emphasize the importance of contextual social support (CSS)—the assistance, resources, and encouragement individuals receive from their surrounding environments—as fundamental to the learning process (Hurtado et al., [<reflink idref="bib22" id="ref10">22</reflink>]). Building on this concept and addressing this critical gap, we investigate the relationship between a supportive environment and perceived learning.</p> <p>Perceived learning (PL) is a well-established, self-reported indicator of student learning (Wright et al., [<reflink idref="bib38" id="ref11">38</reflink>]) and is defined as the learner's perception of their knowledge before and after the learning experience (Alavi et al., [<reflink idref="bib3" id="ref12">3</reflink>]). Our investigation of the antecedents of PL is driven by three key motivations. First, as institutional practices have evolved through improved course design, delivery, and evaluation, it is now essential to understand how students perceive their learning outcomes (Alam et al., [<reflink idref="bib1" id="ref13">1</reflink>]). Second, as a precursor to student engagement, PL is positively correlated with academic performance (Rockinson-Szapkiw et al., [<reflink idref="bib31" id="ref14">31</reflink>]). Third, PL provides valuable insights for educational institutions to identify areas for improvement in student learning, a topic that warrants further exploration (Alam et al., [<reflink idref="bib1" id="ref15">1</reflink>]).</p> <p>Leveraging the framework of Conservation of Resources (COR) theory (Hobfoll, [<reflink idref="bib16" id="ref16">16</reflink>], [<reflink idref="bib17" id="ref17">17</reflink>]), we develop and test a model that explores how contextual and personal resources influence PL. We first examine the direct relationship between CSS resources and PL. Contextual support is a critical resource that plays a pivotal role in fostering individual outcomes (Halbesleben et al., [<reflink idref="bib14" id="ref18">14</reflink>]). Second, we investigate the mediating role of learning self-efficacy (LSE), defined as an individual's belief in their ability to learn and perform effectively (Zimmerman & Kitsantas, [<reflink idref="bib41" id="ref19">41</reflink>]), as an intrinsic resource that explains how CSS resources indirectly influence PL.</p> <p>Our study makes three important contributions to the research and practice of higher education in business. First, it investigates <emph>campus diversity climate</emph> (CDC) and <emph>perceived instructor support</emph> (PIS) as critical CSS resources that influence PL and addresses a significant gap in understanding how environmental factors shape learning outcomes. Second, it extends and expands the prowess of COR theory by illustrating how instrumental resources (such as CSS), foster intrinsic resources (like LSE), in driving PL. Lastly, the study provides actionable insights for creating inclusive and supportive learning environments at both the university and classroom levels, ultimately enhancing student learning outcomes.</p> <hd id="AN0186013021-3">Theoretical framework</hd> <p></p> <hd id="AN0186013021-4">COR theory</hd> <p>One of the basic tenets of COR theory is that resources hold symbolic and practical value, helping individuals achieve goals, promote personal growth, and mitigate stressors (Hobfoll et al., [<reflink idref="bib20" id="ref20">20</reflink>]). Therefore, humans are always motivated to protect current and to acquire new resources (Halbesleben et al., [<reflink idref="bib14" id="ref21">14</reflink>]). COR theorists define resources as (a) key or instrumental, as they serve as means to positive outcomes and (b) intrinsic, which are valued as ends (Halbesleben, [<reflink idref="bib15" id="ref22">15</reflink>]); social support is regarded as a key resource (Singh et al., [<reflink idref="bib36" id="ref23">36</reflink>]). Per COR theory, individuals invest in resources to gain resources; consequently, individuals with more resources are better positioned for resource gains (Halbesleben et al., [<reflink idref="bib14" id="ref24">14</reflink>]). In this study, CSS is viewed as a key resource that directly and indirectly fosters PL through LSE, an intrinsic resource. Earlier research on COR theory purports that when resources are insufficient or threatened, individuals experience stress, making COR theory a resource-based framework for stress (Hobfoll, [<reflink idref="bib17" id="ref25">17</reflink>]; Hobfoll & Freedy, [<reflink idref="bib19" id="ref26">19</reflink>]). Newer developments within COR theory establish it as a <emph>theory of motivation</emph> that drives individuals to utilize existing and acquire new resources for personal and organizational gains (Halbesleben et al., [<reflink idref="bib14" id="ref27">14</reflink>]). Therefore, conceptualizing CSS as a key resource, our study examines how supportive CDC and PIS facilitate PL, with LSE as a mediator. In other words, in the presence of CSS, as LSE increases, so should PL. Our theoretical model is presented in Figure 1.</p> <p>Graph: Figure 1. Theoretical framework.</p> <hd id="AN0186013021-5">CSS and PL</hd> <p>This study examines two antecedents of PL: <emph>CDC</emph> and <emph>PIS</emph>. Research by Hurtado et al. ([<reflink idref="bib22" id="ref28">22</reflink>]) highlights the significant impact of an institution's diversity climate on student success. Hurtado et al. ([<reflink idref="bib22" id="ref29">22</reflink>]) identified four key dimensions of diversity climate: the institution's historical legacy of inclusion/exclusion, structural diversity, psychological climate, and behavioral climate. Since for empirical researchers, it is difficult to ascertain and measure institutional historical legacy and structural diversity (Ostrom, [<reflink idref="bib28" id="ref30">28</reflink>]), our focus is on psychological (CDC) and behavioral (PIS) components of diversity climate in the determination of PL.</p> <p>Diversity climate is defined as the extent to which an institution values diversity through fair practices/policies while actively fostering social integration for all students (McKay et al., [<reflink idref="bib25" id="ref31">25</reflink>]). In academic settings, this term refers to how diversity is managed at the institutional level (Schachner et al., [<reflink idref="bib33" id="ref32">33</reflink>]). Policies that reflect cultural pluralism and support diversity serve as essential contextual resources for students (Schachner et al., [<reflink idref="bib32" id="ref33">32</reflink>]). Alam et al. ([<reflink idref="bib1" id="ref34">1</reflink>]) also highlight the lack of cultural pluralism in higher education institutions as a key factor contributing to the suboptimal performance of institutions in ensuring effective student learning. Just like supportive workplace diversity climate positively influences employee outcomes (McKay et al., [<reflink idref="bib26" id="ref35">26</reflink>]), a positive CDC is expected to enhance PL in educational settings.</p> <p>PIS refers to students' perceptions that their instructor genuinely cares for their well-being (Young-Jones et al., [<reflink idref="bib39" id="ref36">39</reflink>]). According to the Instructor Practices–Student Anxiety framework, instructor support encompasses relational, instrumental, and pedagogical support that inspires student confidence and improves academic performance (Schussler et al., [<reflink idref="bib34" id="ref37">34</reflink>]). For instance, college students, especially first-year students, who lack PIS often perceive professors as distant, which adversely impacts their academic success (Huerta et al., [<reflink idref="bib21" id="ref38">21</reflink>]).</p> <p> <emph>Hypotheses 1a-b: CSS resources of (a) CDC, and (b) PIS, are positively associated with PL.</emph> </p> <hd id="AN0186013021-6">LSE as a mediator</hd> <p>Drawing on COR theory and prior research on CSS, we propose LSE as a mediator between CSS and PL. Self-efficacy refers to an individual's belief in their ability to achieve specific goals (Bandura, [<reflink idref="bib6" id="ref39">6</reflink>]). LSE is a student's belief in their capacity to succeed academically (Zimmerman, [<reflink idref="bib40" id="ref40">40</reflink>]). This intrinsic resource likely mediates the relationship between contextual support and PL. From a social exchange perspective, CSS resources may not directly impact desired outcomes such as PL but may influence intrinsic resources, like self-efficacy, that are more proximal to the individual (Singh et al., [<reflink idref="bib35" id="ref41">35</reflink>]). COR theory posits that CSS fosters positive psychological, emotional, or cognitive states, which in turn drive individual behaviors (McCarthy et al., [<reflink idref="bib24" id="ref42">24</reflink>]). Motivational factors such as self-efficacy are critical intermediaries in this process. Empirical evidence supports this perspective, as direct relationships between CSS and individual outcomes often yield inconsistent results, underscoring the potential mediating role of intrinsic factors (Baruch-Feldman et al., [<reflink idref="bib7" id="ref43">7</reflink>]).</p> <p>Within the context of higher education, CDC and PIS are known to influence students' motivation to learn. For example, a positive diversity climate fosters intrinsic motivation among students (Byrd, [<reflink idref="bib9" id="ref44">9</reflink>]). Similarly, instructor support enhances student motivation by providing relational and pedagogical resources (Schussler et al., [<reflink idref="bib34" id="ref45">34</reflink>]; Young-Jones et al., [<reflink idref="bib39" id="ref46">39</reflink>]). High levels of self-efficacy enable students to actively engage, persist through challenges, and maintain emotional resilience that enhances PL (Zimmerman, [<reflink idref="bib40" id="ref47">40</reflink>]).</p> <p> <emph>Hypotheses 2a-b: LSE mediates (a) CDC – PL, and (b) PIS – PL relationships.</emph> </p> <hd id="AN0186013021-7">Methods</hd> <p></p> <hd id="AN0186013021-8">Data & sample characteristics</hd> <p>Data was collected from a large Midwestern US university. Survey participation was voluntary, with no incentives provided. No identifying information was collected. Students enrolled in business courses, primarily in the Bachelor of Business Administration (BBA), aged 18 years or older, were invited to participate in the study. The principal investigator contacted instructors to request access to students. Upon approval, paper-based surveys were administered. Out of 643 distributed surveys, 564 completed surveys were used for analyses. Average sample age is 21.28 years. Approximately 60% are male. The racial make-up of the data is as follows: White/Caucasian (79%), African American (8%), Asian/Asian American (7.3%), Hispanic/Latino (2.7%), Native American (0.4), Pacific Islander/Multi racial (2.7%).</p> <hd id="AN0186013021-9">Measures</hd> <p>All the measures were sourced from previously validated studies. Five-point Likert scale (1 = 'Strongly Disagree' and 5 = 'Strongly Agree') was used, unless specified.</p> <p> <bold> <emph>PL</emph> </bold> was measured with a nine-item measure by Arbaugh and Rau ([<reflink idref="bib4" id="ref48">4</reflink>]). Sample item: "I gained a good understanding of the basic concepts of the material."</p> <p> <bold> <emph>CDC</emph> </bold> was measured with a four-item scale by McKay et al. ([<reflink idref="bib25" id="ref49">25</reflink>]), which was modified to measure CDC by replacing 'organization' with 'school/university'. Sample item: "the university maintains a diversity friendly learning environment."</p> <p> <bold> <emph>PIS</emph> </bold> was measured with a four‐item scale by Caplan et al. ([<reflink idref="bib10" id="ref50">10</reflink>]). Responses ranged from 1 (do not have such a person) to 5 (very much). Sample item: "How much does your instructor go out of his/her way to do things to make life easier for you?"</p> <p> <bold> <emph>LSE</emph> </bold> was measured with a 19-item self-efficacy for learning form (SELF) by Zimmerman and Kitsantas ([<reflink idref="bib41" id="ref51">41</reflink>]). Items used a 1–5 scale labeled: 1 = probably cannot do it and 5 = definitely can do it. Sample item: "when you feel moody or restless during studying, can you focus your attention well enough to finish your assigned work?"</p> <p> <bold> <emph>Controls</emph> </bold>. <emph>Gender</emph> and <emph>age</emph> were used as controls. <emph>Gender</emph> measured as a binary response; dummy coded as: male = 0 & female = 1. <emph>Age</emph> was measured in years.</p> <hd id="AN0186013021-10">Results</hd> <p>Means, standard deviations, correlations and coefficients are presented in Table 1.</p> <p>Table 1. Means, standard deviations, correlations and cronbach alphas.</p> <p> <ephtml> <table><thead><tr><td>Variables</td><td char=".">1</td><td char=".">2</td><td char=".">3</td><td char=".">4</td><td char=".">5</td><td char=".">6</td></tr></thead><tbody valign="top"><tr><td char=".">1. CDC</td><td>(.82)</td><td /><td /><td /><td /><td /></tr><tr><td char=".">2. PIS</td><td char=".">.22<xref ref-type="table-fn" rid="tfn1">*</xref>*</td><td>(.77)</td><td /><td /><td /><td /></tr><tr><td char=".">3. LSE</td><td char=".">.27<xref ref-type="table-fn" rid="tfn1">*</xref>*</td><td char=".">.33<xref ref-type="table-fn" rid="tfn1">*</xref>*</td><td>(.91)</td><td /><td /><td /></tr><tr><td char=".">4. PL</td><td char=".">.34<xref ref-type="table-fn" rid="tfn1">*</xref>*</td><td char=".">.49<xref ref-type="table-fn" rid="tfn1">*</xref>*</td><td char=".">.43<xref ref-type="table-fn" rid="tfn1">*</xref>*</td><td>(.88)</td><td /><td /></tr><tr><td char=".">5. Gender</td><td char=".">.06</td><td char=".">−.07</td><td char=".">−.01</td><td char=".">.00</td><td>–</td><td /></tr><tr><td char=".">6. Age</td><td char=".">−.01</td><td char=".">.05</td><td char=".">.01</td><td char=".">.07</td><td char=".">−.16<xref ref-type="table-fn" rid="tfn1">*</xref>*</td><td>–</td></tr><tr><td><italic>N</italic></td><td char=".">564</td><td char=".">564</td><td char=".">564</td><td char=".">564</td><td char=".">558</td><td char=".">564</td></tr><tr><td><italic>Mean</italic></td><td char=".">4.12</td><td char=".">3.03</td><td char=".">3.64</td><td char=".">3.78</td><td char=".">.40</td><td char=".">21.24</td></tr><tr><td><italic>SD</italic></td><td char=".">.67</td><td char=".">.79</td><td char=".">.58</td><td char=".">.64</td><td char=".">.49</td><td char=".">1.11</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>*p</emph> <.05, <emph>**p</emph> <.01.</p> <p>We conducted a mediation analysis in two steps. In step 1, we regressed the mediator on the independent variables and controls. In step 2, we regressed the dependent variables on the independent variables, mediator, and controls. To test for significant mediation, we incorporated non-parametric bootstrapping procedures suggested by Preacher et al. ([<reflink idref="bib30" id="ref52">30</reflink>]).</p> <hd id="AN0186013021-11">Hypotheses 1a-b</hd> <p>Per Hypotheses 1a-b, CSS resources of a) CDC, and b) PIS, are positively associated with PL. As shown in Table 2, CDC was positively associated with PL (<emph>β</emph> =.19, <emph>t</emph> = 5.52, <emph>p</emph> <.01). Similarly, PIS was also positively associated with PL (<emph>β</emph> =.29, <emph>t</emph> = 9.76, <emph>p</emph> <.01), supporting Hypotheses 1a and 1b.</p> <p>Table 2. Contextual social support – PL relationship, Mediated by LSE.</p> <p> <ephtml> <table><thead><tr><td /><td>Model A: DV = LSE</td><td>Model B: DV = PL</td></tr><tr><td>Variables</td><td><italic>B</italic></td><td><italic>SE</italic></td><td><italic>t</italic></td><td><italic>B</italic></td><td><italic>SE</italic></td><td><italic>t</italic></td></tr></thead><tbody valign="top"><tr><td>Age</td><td char=".">−.001</td><td char=".">.02</td><td char=".">−.06</td><td char=".">.04</td><td char=".">.02</td><td char=".">1.79</td></tr><tr><td>Gender</td><td char=".">−.01</td><td char=".">.05</td><td char=".">−.16</td><td char=".">.04</td><td char=".">.05</td><td char=".">.81</td></tr><tr><td>CDC</td><td char=".">.17</td><td char=".">.04</td><td char=".">4.86<xref ref-type="table-fn" rid="tfn2">*</xref>*</td><td char=".">.19</td><td char=".">.03</td><td char=".">5.52<xref ref-type="table-fn" rid="tfn2">*</xref>*</td></tr><tr><td>PIS</td><td char=".">.21</td><td char=".">.03</td><td char=".">7.13<xref ref-type="table-fn" rid="tfn2">*</xref>*</td><td char=".">.29</td><td char=".">.03</td><td char=".">9.76<xref ref-type="table-fn" rid="tfn2">*</xref>*</td></tr><tr><td>LSE</td><td><bold>–</bold></td><td><bold>–</bold></td><td><bold>–</bold></td><td char=".">.28</td><td char=".">.04</td><td char=".">6.80<xref ref-type="table-fn" rid="tfn2">*</xref>*</td></tr><tr><td>Model <italic>R<sup>2</sup></italic></td><td char=".">.15</td><td char=".">.35</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>*p</emph> <.05, <emph>**</emph>p <.01.</p> <hd id="AN0186013021-12">Hypotheses 2a-b</hd> <p>Hypotheses 2a-b proposed that LSE mediates the relationship between a) CDC, and b) PIS, and PL. As shown in Table 3, the influence of CDC on PL was mediated by LSE. At the 95% confidence interval, the indirect influence of CDC [.02,.08] on PL does not include a zero. Similarly, for PIS, at 95% confidence interval, the indirect influence of PIS [.04,.08] on PL does not include a zero. This means that the indirect effect of LSE in both hypotheses 2a and 2b is statistically different from zero, as revealed by 95% bootstrapping confidence interval under heading BootLLCI and BootULCI in Table 3. This supports Hypotheses 2a and 2b.</p> <p>Table 3. Bootstrapping results for LSE mediated contextual social support – PL relationships.</p> <p> <ephtml> <table><thead><tr><td>Independent Variable</td><td>Indirect Effect</td><td>Boot SE</td><td>Boot LLCI</td><td>Boot ULCI</td></tr></thead><tbody valign="top"><tr><td>CDC</td><td char=".">.05</td><td char=".">.01</td><td char=".">.02</td><td char=".">.08</td></tr><tr><td>PIS</td><td char=".">.06</td><td char=".">.01</td><td char=".">.04</td><td char=".">.08</td></tr></tbody></table> </ephtml> </p> <hd id="AN0186013021-13">Discussion and conclusion</hd> <p>This research examined the influence of CSS on PL, with LSE as a mediator. We found that CSS resources are associated with PL. We also found that LSE mediates the CDC–PL and PIS–PL relationships. These findings underscore the importance of CSS in shaping PL. Specifically, CDC and PIS play pivotal roles in fostering an environment that enhances students' educational experiences. These results align with existing literature, whereby supportive institutional climates and relational support are critical drivers of student success in higher education settings (Hurtado et al., [<reflink idref="bib22" id="ref53">22</reflink>]).</p> <hd id="AN0186013021-14">Theoretical contributions</hd> <p>The positive association between CDC and PL highlights the significance of inclusive and culturally pluralistic institutional policies. Supportive CDC not only reflects the institution's commitment to equity but also serves as a vital resource that encourages all students to feel valued and supported. This finding corroborates earlier research by Byrd ([<reflink idref="bib9" id="ref54">9</reflink>]), which emphasized the role of campus diversity in fostering intrinsic motivation, whereby supportive climates help students engage more deeply with their academic environment, improving PL.</p> <p>The link between PIS and PL further reinforces the idea that relational support from instructors is a cornerstone of effective education. When instructors show genuine care and provide emotional/academic support, students are more likely to develop confidence in their abilities, leading to improved academic performance (Young-Jones et al., [<reflink idref="bib39" id="ref55">39</reflink>]). The findings echo those of Huerta et al. ([<reflink idref="bib21" id="ref56">21</reflink>]), who demonstrated the detrimental impact of a lack of instructor support on the academic success of college students.</p> <p>The mediating role of LSE provides a nuanced understanding of how contextual resources influence PL. This finding aligns with COR theory, which posits that CSS helps individuals build and sustain intrinsic psychological resources (McCarthy et al., [<reflink idref="bib24" id="ref57">24</reflink>]). Self-efficacy, as an intrinsic resource, amplifies the effects of supportive environments by fostering resilience, persistence, and engagement in academic tasks (Zimmerman, [<reflink idref="bib40" id="ref58">40</reflink>]). Although we did not examine race and gender as boundary conditions, our results highlight that, for all students, regardless of gender and race, CSS is important in determining PL. Additionally, for all students, irrespective of race and gender, in the presence of LSE, the influence of CDC and PIS on PL is indirect. This is a huge finding as it establishes the importance of contextual support in the determination of PL, without considering race and gender as moderators, which is a direction that future researchers may pursue.</p> <p>Our study also contributes to PL literature by focusing on the antecedents and by clarifying the role of underlying psychological mechanisms, and in so doing, expands the nomological net of inputs to student learning. Both CSS antecedents (i.e., CDC, and PIS) are positively related to PL with LSE as a mediator and these findings suggest that while contextual forms of social support play a direct role in fostering PL, CDC and PIS also have an indirect influence through LSE. These findings are consistent with the prescriptions of COR theory.</p> <p>Although similar relationships have been studied within the organizational domain (Singh et al., [<reflink idref="bib37" id="ref59">37</reflink>]), few studies have investigated these relationships within the higher education domain. Organizational scholars also contend that the relationship between contextual resources and individual outcomes can sometime be inconclusive, which further warrants the clarification of the mechanisms that link the two (e.g., Avery & McKay, [<reflink idref="bib5" id="ref60">5</reflink>]). Our study contributes to diversity and management education literature by illustrating LSE as a mechanism through which the effect of CSS impacts PL. These findings also provide support for the resource caravan notion of COR theory (Hobfoll, [<reflink idref="bib18" id="ref61">18</reflink>]).</p> <p>Conceptualized earlier as a stress-based theory, recent advancements in COR theory reposition contextual resources as vehicles that promote personal resources, such as well-being (Halbesleben et al., [<reflink idref="bib14" id="ref62">14</reflink>]; Hobfoll et al., [<reflink idref="bib20" id="ref63">20</reflink>]). Our findings offer substantial support to this perspective by establishing LSE as a mediator. Contextual resources may have a direct influence on student learning, but in the presence of LSE, the influence of CSS passes through LSE. One possible explanation for this indirect relationship is that contextual resources play a foundational role in generating personal resources, which, in turn, transmit the influence of contextual resources on PL. Another possible explanation is the hierarchy of resources (i.e., instrumental resources foster intrinsic personal resources, which encourage individual outcomes). Both possibilities can be further examined.</p> <hd id="AN0186013021-15">Practical implications</hd> <p>Our findings also offer practical implications that may guide higher education institutions and professors to design better pedagogical experiences for students. For universities/colleges, our results provide evidence that supportive contexts are pivotal in the determination of PL and LSE. One way through which universities/colleges can positively influence PL and LSE is by creating an inclusive climate whereby all students feel included, supported and appreciated. Institutional efforts toward improving CDC could take the form of diverse hiring practices for faculty/staff, incorporating inclusive curricula, actively recruiting students from diverse backgrounds, fostering open dialogue about diversity issues, providing support systems for underrepresented students, and creating a welcoming campus environment through inclusive events and cultural celebrations.</p> <p>Our study also suggests that PIS, through its impact on LSE, positively influences PL; when instructors are supportive, offer guidance and assist students, it enhances student self-confidence, which in turn influences PL. With these results, our study aligns with the vast body of literature that highlights the role of PIS in alleviating student anxiety, and enhancing student confidence (Goldman & Goodboy, [<reflink idref="bib13" id="ref64">13</reflink>]; Young-Jones et al., [<reflink idref="bib39" id="ref65">39</reflink>]). One takeaway for instructors is to work toward creating a supportive classroom environment and this can be achieved by maintaining a steady pace of the class, showing enthusiasm about learning topics, conscientiously organizing learning sessions with students' learning needs in mind, and actively listening to student feedback (Mimirinis & Ahlberg, [<reflink idref="bib27" id="ref66">27</reflink>]). PIS represents the culture that an instructor creates within the classroom and holds the key to student learning.</p> <hd id="AN0186013021-16">Limitations & future research</hd> <p>There are a few limitations to our study. First, our data is a convenience sample drawn from one academic unit of a single, large Midwestern university. Therefore, our results may not have captured the desired variance and may lack generalizability. To address this issue, researchers may collect data from different universities/colleges and from different disciplines/academic units within a university. The second limitation is our study's cross‐sectional design. With cross‐sectional designs, it is difficult to draw causal inferences, which can be done efficiently by way of longitudinal studies. Third, our study examines only two perceptual dimensions of institutional climate (out of 4), proposed by Hurtado et al. ([<reflink idref="bib22" id="ref67">22</reflink>]). We urge future researchers to design studies to investigate all four dimensions in relation to student learning. Finally, we also urge future researchers to identify boundary conditions in the determination of PL. One way to do that is by incorporating identity markers, such as racial affiliation, gender or disability, as moderators to further understand the influence of supportive contexts on student outcomes.</p> <hd id="AN0186013021-17">Conclusion</hd> <p>Our study proposes that in a supportive climate, LSE shapes PL. Results support our arguments, as we found LSE mediated the path of CDC–PL as well as PIS–PL relationships. In summary, in a supportive learning environment, perception of LSE matters in shaping PL.</p> <ref id="AN0186013021-18"> <title> References </title> <blist> <bibl id="bib1" idref="ref7" type="bt">1</bibl> <bibtext> Alam, G. H., Giacosa, E., & Mazzoleni, A. (2021a). Does MBA's paradigm transformation follow business education's philosophy? A comparison of academic and job-performance and SES among five types of MBAian. Journal of Business Research, 139, 881 – 892. https://doi.org/10.1016/j.jbusres.2021.10.038</bibtext> </blist> <blist> <bibl id="bib2" idref="ref4" type="bt">2</bibl> <bibtext> Alam, G. M., Parvin, M., & Rahman, M. M. (2021b). Contribution of informal and institutional skills provisions on business inception and growth: Evidence from manufacturing and service industries. 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  Data: Antecedents of Learning: Role of Contextual Support and Learning Self-Efficacy
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  Data: <searchLink fieldCode="AR" term="%22Barjinder+Singh%22">Barjinder Singh</searchLink><br /><searchLink fieldCode="AR" term="%22Stephanie+T%2E+Solansky%22">Stephanie T. Solansky</searchLink><br /><searchLink fieldCode="AR" term="%22Donna+Y%2E+Stringer%22">Donna Y. Stringer</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Research on student learning has focused primarily on teaching strategies as key precursors to learning, while the impact of the learning environment has been largely overlooked. Additionally, the psychological mechanisms that connect environmental factors to student learning have not been thoroughly explored. To address this gap, we draw on the conservation of resources theory to propose that contextual support within the learning environment is linked to student learning, with learning self-efficacy as a mediator. Our study, conducted at the business school of a large Midwestern university, supports this hypothesis. The findings indicate that the relationship between contextual support and perceived learning is mediated by learning self-efficacy.
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