The Relationship Between Motivation, Self- Efficacy and Academic Achievement

Topics: Self-efficacy, Motivation, Educational psychology Pages: 12 (3777 words) Published: August 13, 2013
Bulacan State University
College of Social Sciences and Philosophy
City of Malolos, Bulacan

The Relationship between Motivation, Self- efficacy and Academic Achievement

Submitted by:
BS Psychology students 2B

Submitted to:
Ms. Josefina Ochoa
Department Head, CSSP

Introduction
The realm of education may be compared to that of space. We believe that we have an understanding of its fundamental properties, yet there are vast areas still to be explored. This is a qualitative study which has been designed to explore the properties that cause students to become motivated towards learning. According to Deci and Ryan (2000), motivation is greatly appreciated because of the consequences: motivation produces. With increased emphasis on educational standards and high stakes testing educators are for ways to reach every student. Therefore, motivation is preeminent concern of educators. According to Pintrich (2003) it is important that those educators involved in various types of educational reform be cognizant of the problems with students’ motivational concerns. Through research it is the intent of this study to investigate the question, “What motivates students to learn and therefore achieve?” The findings may lead to strategies which can be used to educate teachers about motivational instruction. The importance of academic achievement to adult functioning and adjustment is evident. Children who fail to complete school work and homework are more likely to receive failing grades, be retained (Huffman, 2000), and experience difficulties in their peer relationships (Wentzel & Caldwell, 1997). This trajectory places them at greater risk for dropping out of school, later unemployment (Woodward & Fergusson, 2000), psychopathology (Velez, 1989), substance use (Kasen, 1998; Wichstrom,1998), teenage pregnancies (Feldman, 1990), and delinquent behavior (Yoshikawa, 1995). By virtue of its potential impact, academic achievement clearly warrants careful study. Numerous studies have examined factors related to children’s academic functioning. A key clinical contribution from this line of research is in the ability to identify and test the relationships of malleable environmental variables that influence academic functioning. Once these relationships are reliably established, the ability to improve children’s academic functioning by changing an environmental variable becomes a viable goal. Variables identified as related to academic achievement include discipline methods and parenting style (Dornbusch, 1987), homework behaviors and structure for learning Toney, Kelley, & Lanclos, 2003; Miller & Kelley, 1991); parent involvement (HooverDempsey et al., 2001; Keith et al., 1998), cognitive ability, (Cool & Keith, 1991; Neisser et al., 1996; Furnham, 1995), marital discord (Demo & Acock, 1988; Unger, McLeod, Broan, & Tressell, 2000; Forehand et al., 1990), psychopathology (Marmorstein & Iacono, 2004; Karustis, Power, Rescorla, Eiraldi, & Gallagher, 2000), and socioeconomic status (SES) (Blair, Blair, & Madamba, 1999; Hill, 2001). Although cognitive ability and SES are not amenable to treatment, their consistently reported relationship to academic achievement necessitates their inclusion in studies that measure factors related to academic achievement Most prominent health behavior theories include self-efficacy (or similar constructs). Self-efficacy is proximal and direct predictor of intention and of behavior. According to Social Cognitive Theory (SCT; Bandura, 1997), a personal sense of control facilitates a change of health behavior. Self-efficacy pertains to a sense of control over one’s environment and behavior. Self-efficacy beliefs are cognition that determines whether health behavior change will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and failures. Self-efficacy influences the effort one puts forth to change risk behavior...
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