A Study of the Relations of College Learning Motivation, Self-efficacy, and Academic Achievements
Main Article Content
Keywords
learning motivation, self-efficacy, academic achievement, college students, psychology
Abstract
This study aims to explore and investigate the relationships between psychological elements, such as learning motivation and self-efficacy, and academic achievements, while examining the mediating role of self-efficacy during this process. To achieve the final goal, the study randomly selected 182 students, and a questionnaire-based survey methodology was used to assess their perspectives. The questionnaire comprises subscales for three dimensions, including a learning motivation scale, a general self-efficacy scale, and a self-assessment scale for academic achievement, all of which demonstrate high reliability and validity. The result indicates that college academic achievements exhibit a significant positive correlation with self-efficacy and learning motivation, and self-efficacy plays a partial mediating role between the two, accounting for a percentage of the total effect. The study finds that learning motivation and self-efficacy play a key role in achieving academic success. Therefore, it is highly recommended that academic progress can be enhanced by increasing learning motivation and subjective initiative, thereby indirectly reducing academic and peer pressure, and consequently helping college students achieve academic success and a sense of self-worth.
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