The effects of Self- efficacy and Motivational Orientations on Academic Achievement of Freshman Science Students
Keywords:
Self efficacy, Motivational orientations, nternalization, Science achievementAbstract
The purpose of this study was to investigate whether self-efficacy, intrinsic, extrinsic and amotivation forms of orientation affect student achievement. Hundred and eighty participants (99 males and 81females) were participated in the study. Data through questionnaire, students' grades in four introductory science courses and College English collected at the end of the semester. Regression, t-test and correlation employed for analyses. Regression results demonstrated that self efficacy, intrinsic (i.e. IM-to know and IM-task accomplishment) and extrinsic (i.e. identified regulation) forms of motivational orientations had statistically significant direct effects on academic achievement. Amotivation had negative significant direct effect on achievement. However, i.e external and introjected regulations and. IM-to experience stimulation had no effects on achievement. The t-test revealed that male students scored higher mean scores in perceived competence, identified regulation, IM-to know and performance, but there was no gender difference on the other motivational orientations. Correlational analysis indicated that except IM- to experience stimulation, external and introjected regulations, all other were correlated with academic achievement, amotivation being negatively and significantly related to performance. Finally, it was concluded that students who had external and introjected regulations and intrinsic motivational style and IM-to experience stimulation and amotivation demonstrate lower level of academic achievement. It can be concluded that students’ judgments of their capability in academic tasks and their autonomous motivational orientations lead to enhanced learning out comes. Therefore, science instructors and program managers need to devise interventions to uplift and capacitate students’ capability and internalization of learning.
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