Supporting Student Success in Higher Education: Evidence from a Learning-Centered Bursary Program

Abstract

This study examines the effectiveness of a learning-centered bursary in supporting academic improvement among economically disadvantaged higher education students. Using administrative and survey data from a private university (N = 357), the study analyzed learning attitudes, behavioral adjustments, and academic outcomes among bursary recipients. Mediation analyses tested whether changes in study time or part-time work explained bursary effects, moderation analysis examined self-regulated learning across academic years, and latent profile analysis identified engagement-based subgroups. Results show that bursary receipt was associated with academic improvement, but this relationship was not mediated by increased study time or reduced employment. Self-regulated learning emerged as a key moderator, with the strongest effects observed among third-year students. A three-profile solution revealed high, moderate, and low engagement groups, but profile membership did not significantly predict academic improvement after adjustment, suggesting a ceiling effect. Overall, findings highlight the importance of learning strategies and developmental stage in maximizing bursary effectiveness.