International Journal of Education and Management Studies

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Enhancing Self-efficacy: Pathway to Improve Academic Achievement Motivation


Affiliations
1 Assistant Professor, Post Graduate, Department of Psychology, DAV College, Sector 10, Chandigarh, India
2 Former Dean Social Sciences & Head, Department of Psychology, Punjabi University, Patiala, Punjab Professor of Eminence, Department of Psychology, Akal University, Talwandi Sabo, Punjab, India
     

   Subscribe/Renew Journal


The present research aimed to study the effect of self-efficacy and gender patterns on intrinsic, extrinsic and amotivation-motivational orientations of academic achievement motivation among adolescents. A sample of 102 students (51 males & 51 females), in the age range of 14-17 years, was selected randomly from various educational institutions of tri-city (Chandigarh, Mohali, & Panchkula). The measures used were Self-efficacy Questionnaire for Children (Muris, 2001) and Academic Motivation Scale-High School Version (Vallerand et al., 1992). A 2X2 factorial design was used to analyze the data. The analysis indicated that highly efficacious students were intrinsically motivated than did their counterparts. However, students who have no faith in their capabilities were extrinsically motivated and amotivated. Furthermore, gender differentiation and interaction effect did not make any contribution to the motivational orientations of academic motivation. Low self-efficacy is a driving component of feeling disinterested in academic activities. Amotvation reflects a strong feeling of incompetence and expectancies of uncontrollability is highly detrimental for school achievement. These findings can support the development of practical guidelines for designing interventions to enhance self-efficacy and academic motivation to achieve.

Keywords

adolescent, self-efficacy, academic motivation
Subscription Login to verify subscription
User
Notifications
Font Size


  • Ahmed, W., & Bruinsma, M. (2006). A structural model of self-concept, autonomous motivation and academic performance in cross-cultural perspective. Electronic Journal of Research in Educational Psychology, 10 (4), 551-572.

  • Akram, B., & Ghazanfar, L. (2014). Self-efficacy and academic performance of the students of Gujarat university, Pakistan. Academic Research International, 5(1), 283-290.

  • Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2010). Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada. Social Psychology of Education, 14(2), 233-259. Advance online publication. doi:10.1007/s11218-010-9144-9.

  • Azzam, A. (2007). Why students drop out. Educational Leadership, 64(7), 91-93.

  • Bain, K. (2004). What the best college teachers do. Harvard University Press.

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs. New Jersey: Earlbaum.

  • Bandura, A. (1997). Self-efficacy: The exercise of control. NY: W. H. Freeman and Company.

  • Bedel, E.F. (2016). Exploring academic motivation, academic self-efficacy and attitudes toward teaching in pre-service early childhood education teachers. Journal of Education and Training Studies, 4(1), 142-149.

  • Biehler, R. F., & Snowman, J. (1990). Psychology applied to teaching (6th ed.). Boston: Houghton Mifflin.

  • Brouse, C. H., Basch, C. E., LeBlanc, M., McKnight, K. R., & Lei, T. (2010). College students' academic motivation: Differences by gender, class, and source of payment. College Quarterly, 13(1), 1-10.

  • Brown, B.L. (2010). The impact of self-efficacy and motivation characteristics on the academic achievement of upward bound participants. Dissertations. 390. https://aquila.usm.edu/dissertations/390

  • Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014, February 3). Intrinsic Motivation and Extrinsic Incentives Jointly Predict Performance: A 40-Year Meta-Analysis. Psychological Bulletin, 140(4), 980–1008. Advance online publication. http://dx.doi.org/10.1037/a0035661

  • Chowdhury, S. M., & Shahabuddin, M. A. (2007). Self-efficacy, motivation and their relationship to academic performance of Bangladesh college students. College Quarterly, 10(1), 1-10.

  • Husain, U.K. (2014). Relationship between self-efficacy and academic motivation. International Conference on Economics and Humanities (ICEEH”14) December 1011, Bali, Indonesia.

  • Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Within-year changes in children's intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34, 154-166.

  • Cokley, K.O., Bernard, N., Cunningham, D., & Motoike, J. (2001). A psychometric investigation of the academic motivation scale using a United States sample. Measurement and Evaluation in Counselling and Development, 34,109-119.

  • Hasan, M., & Parvez, M. (2019). Effect of self-efficacy, gender and locale on academic achievement of secondary school students. International Journal of Scientific Research and Reviews, 8(2), 1881-1894.

  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3-13.

  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. Springer Science and Business Media.

  • DeLong, M., & Winter, D. (2002). Strategies for motivating students. Learning to teach and teaching to learn mathematics. Resources for professional development (pp.159-168). Washington, D. C.: Mathematical Association of America.

  • Glass, R., & Rose, M. (2008). Tune out, turn off, drop out. American Teacher, 93(3), 8-21.

  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3-13.

  • Hasan, M., & Parvez, M. (2019). Effect of self-efficacy, gender and locale on academic achievement of secondary school students. International Journal of Scientific Research and Reviews, 8(2), 1881-1894.

  • Hibbs, D.F. (2012). An investigation of the self-efficacy beliefs of black and hispanic students that have experienced success or failure in mathematics (Doctoral dissertation). Retrieved from http://scholarship.shu.edu/cgi/viewcontent.cgi?article=2843&context=dissertations, Holloway.

  • Husain, U.K. (2014). Relationship between self-efficacy and academic motivation. International Conference on Economics and Humanities (ICEEH”14) December 1011, Bali, Indonesia.

  • Humaida, I. A. I. (2017). Self-efficacy, positive thinking, gender difference as predictors of academic achievement in Al Jouf University students-Saudi Arabia. International Journal of Psychology and Behavioral Sciences, 7(6), 143-151.

  • Janosz, M., Archambault, I., Morizot, J., & Pagani, L. (2008). School engagement trajectories and their differential predictive relations to drop out. Journal of Social Issues, 64, 21-40.

  • Kumari, K. (2019). A Study of achievement motivation and self-efficacy of higher secondary school students in relation to their academic performance. (Doctoral Thesis) Retrieved from http://krishikosh.egranth.ac.in/handle/1/5810098222

  • Kaushik, N., & Rani, S. (2005). A Comparative study of achievement motivation, home environment and parent-child relationship of adolescents. Journal of Psychological Research, 49, 189-194.

  • Long, J. F., Monoi, S., Harper, B., Knoblauch, D., & Murphy, P. K. (2007). Academic motivation and achievement among urban adolescents. Urban Education, 42(3), 196-222.

  • McGeown, S. P., Putwain, D., Simpson, E.G., Boffey, E., Markham, J., & Vince, A. (2014). Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics. Learning and Individual Differences, 32, 278-286.

  • Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23, 145-149.

  • Kaushik, N., & Rani, S. (2005). A Comparative study of achievement motivation, home environment and parent-child relationship of adolescents. Journal of Psychological Research, 49, 189-194.

  • Nagarathnamma, B., & Rao, V. T. (2007). Achievement motivation and academic achievement of adolescent boys and girls. Indian Psychological Review, 68, 131136.

  • Nejad, E. H., & Khani, S.S. (2014). Studying the interaction of gender and self-efficacy (high & low) on the academic achievement of students in third grade. Bulletin of Environment, Pharmacology and Life Sciences, 3(Special issue II), 67-72.

  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.

  • Humaida, I. A. I. (2017). Self-efficacy, positive thinking, gender difference as predictors of academic achievement in Al Jouf University students-Saudi Arabia. International Journal of Psychology and Behavioral Sciences, 7(6), 143-151.

  • Kumari, K. (2019). A Study of achievement motivation and self-efficacy of higher secondary school students in relation to their academic performance. (Doctoral Thesis) Retrieved from http://krishikosh.egranth.ac.in/handle/1/5810098222

  • Naik, D., & Kiran, D. A. (2018). Emotional intelligence and achievement motivation among college students. Indian Journal of Health and Well-being, 9(1), 86-88.

  • DeLong, M., & Winter, D. (2002). Strategies for motivating students. Learning to teach and teaching to learn mathematics. Resources for professional development (pp.159-168). Washington, D. C.: Mathematical Association of America.

  • McGeown, S. P., Putwain, D., Simpson, E.G., Boffey, E., Markham, J., & Vince, A. (2014). Predictors of adolescents' academic motivation: Personality, self-efficacy and adolescents' characteristics. Learning and Individual Differences, 32, 278-286.

  • Glass, R., & Rose, M. (2008). Tune out, turn off, drop out. American Teacher, 93(3), 8-21.

  • Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193.

  • Perry, J.C., DeWine, D. B., Duffy, R. D., & Vance, K.S. (2007). The academic selfefficacy of urban youth: A mixed-methods study of a school-to-work program. Journal of Career Development, 34(2), 103-126.

  • Rusilo, C. T. M., & Arias, P.F.C. (2004). Gender differences in academic motivation of secondary school students. Electronic Journal of Research in Educational psychology, 2(1), 97-112.

  • Sharma, H.L., & Rani, R. (2014). Relationship of personal growth initiative with selfefficacy among university postgraduate students. Journal of Education and Practice,4 (16), 125-135.

  • Şahin, H., & Çakar, E. (2011). Egitim fakultesi ogrencilerinin öğrenme stratejileri ve akademik güdülenme düzeylerinin academic başarıya etkisi. Journal of Turkish Educational Sciences, 9(3), 519-540.

  • Rusilo, C. T. M., & Arias, P.F.C. (2004). Gender differences in academic motivation of secondary school students. Electronic Journal of Research in Educational psychology, 2(1), 97-112.

  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017.

  • Walker, C., Greene, B., & Mansell, R. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 1- 12.


Abstract Views: 331

PDF Views: 0




  • Enhancing Self-efficacy: Pathway to Improve Academic Achievement Motivation

Abstract Views: 331  |  PDF Views: 0

Authors

Pratibha Jindal
Assistant Professor, Post Graduate, Department of Psychology, DAV College, Sector 10, Chandigarh, India
Vandana Sharma
Former Dean Social Sciences & Head, Department of Psychology, Punjabi University, Patiala, Punjab Professor of Eminence, Department of Psychology, Akal University, Talwandi Sabo, Punjab, India

Abstract


The present research aimed to study the effect of self-efficacy and gender patterns on intrinsic, extrinsic and amotivation-motivational orientations of academic achievement motivation among adolescents. A sample of 102 students (51 males & 51 females), in the age range of 14-17 years, was selected randomly from various educational institutions of tri-city (Chandigarh, Mohali, & Panchkula). The measures used were Self-efficacy Questionnaire for Children (Muris, 2001) and Academic Motivation Scale-High School Version (Vallerand et al., 1992). A 2X2 factorial design was used to analyze the data. The analysis indicated that highly efficacious students were intrinsically motivated than did their counterparts. However, students who have no faith in their capabilities were extrinsically motivated and amotivated. Furthermore, gender differentiation and interaction effect did not make any contribution to the motivational orientations of academic motivation. Low self-efficacy is a driving component of feeling disinterested in academic activities. Amotvation reflects a strong feeling of incompetence and expectancies of uncontrollability is highly detrimental for school achievement. These findings can support the development of practical guidelines for designing interventions to enhance self-efficacy and academic motivation to achieve.

Keywords


adolescent, self-efficacy, academic motivation

References