The impact of self-confidence on academic results and early employability of finance and banking students and the role of active learning engagement: The case of Vietnam

Abstract

This study explores the impact of self-confidence on academic performance and early employability among finance and banking students, emphasizing the role of active learning engagement. Primary data were collected from 460 students at Northern universities in Vietnam using the academic behavioral  confidence (ABC) scales and the  active  learning  classroom  student  survey (ALCSS). The data were analyzed using Structural Equation Modeling (SEM) with Smart PLS 4.0. The findings indicate that higher self-confidence boosts proactive learning and enhances early employability prospects. However, contrary to expectations, active learning engagement does not significantly influence GPA. GPA does not directly impact early employability. These results underscore the importance of cultivating student self-confidence and suggest reforms in teaching and assessment methods to better align academic training with industry demands, particularly in developing educational systems.