The combined effects of teachers’ caring behavior and academic self-efficacy on the academic achievement of Chinese undergraduates: a fsQCA approach

Abstract Existing literature focuses on the influence of single or multiple factors on college students’ academic achievement, and few studies analyze the synergistic effect of multiple factors on college students’ academic achievement. Taking 276 college students as samples, this study used the fuzzy set qualitative comparative analysis method to explore the linkage effect of 5 antecedents on college students’ academic achievement from the two aspects of teachers’ caring behavior and academic efficacy. The results show that conscientiousness, supportiveness, inclusiveness, academic ability efficacy and academic behavior efficacy are not necessary conditions for the high or nonhigh academic achievement, and single anthems have weak explanatory power for the academic achievement. There are three ways to drive college students’ academic achievement, namely, the supportiveness-ability efficacy driving model, the conscientiousness-supportiveness-behavior efficacy driving model, and the conscientiousness-efficacy driving model. There are two paths leading to nonhigh academic achievement, and they are asymmetrical with the path of academic achievement improvement. By unpacking the configurational causal relationships among teachers’ caring behavior, academic self-efficacy, and academic achievement, this study enriches extant literature through the fsQCA approach. It further delivers theoretical underpinnings and actionable suggestions for improving college students’ academic performance.