Student success RP

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Mt San Jacinto Community College District *

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Psychology

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Dec 6, 2023

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MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 1 Relationships between Academic Motivation, Self Efficacy and Student Success Ashley Ryan MT San Jacinto College

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 2 Abstract This study investigates the key factors of influences to academic success and explores the relationship in which motivation and self efficacy play a role. By implementing a non- experimental self-report survey to 138 undergraduate students to find the correlation between student success and motivation, student success and self efficacy, and motivation and self efficacy. The results show a significant relationship between Student Success and Self Efficacy as well as Self efficacy and Motivation. While the results revealed a non-significant relationship between Student Success and Motivation. Keywords: self efficacy, motivation, student success, academic success Word Count: 84

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 3 Relationships between Academic Motivation, Self Efficacy and Student Success Introduction Achieving student success is generally the ultimate goal of any college student on the path to attaining their degree. The term student success refers to the achievement of the desired outcomes and goals by students in their educational endeavors. The path to achieving student success involves a combination of academic performance, personal development, and the ability to navigate the time management of higher education. Along with grades and test scores, factors such as work ethic, study habits, and a positive attitude towards learning play vital roles in determining a student's academic success. Students who are oriented towards a learning and growing goal tend to prioritize intellectual growth, value personal effort, overcome challenges, and be persistent in academic assignments to reach academic success. They also understand that academic success involves the improving of knowledge and skillsets, progressing, and mastering content by overcoming the challenges. This level of success is often measured by grades, test scores, and other performance measures. It is important to note that academic achievement in higher education is not solely determined by traditional measures, but also by the development of productive study habits, seeking guidance from professors and outside resources, and participating in the coursework and activities assigned. There are several theories and concepts related to student success that can provide a deeper understanding of the attributing factors that are thought to contribute ones success. One of the main theories related to student success relies on self-efficacy. Self-efficacy refers to an “individual's belief in their own ability to be successful in completing tasks, achieving goals, and

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MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 4 overcoming challenges”(Bong 2004) Self-efficacy theory, according to works by psychologist Albert Bandura,” an individual's belief in their own abilities to succeed in certain tasks or situations is a strong predictor of their actual performance and success” ( Situmorang, 2022). Another important theory related to student success is the motivation theory. Motivation theory explores the factors that drive individuals to engage in behavior and strive for achievement. When considering the correlation between self-efficacy, motivation, and student success, it becomes clear that these theories are interconnected and play a vital role in shaping the academic outcomes of students. Bandura's self-efficacy theory provides insight into how students' confidence in their abilities can predict their success. The factors that influence students' drive and determination to achieve motivation can have contributing factors of their own as well as those to attain a healthy level of self efficacy. “The circumstances and beliefs of an individual are credited for shaping the susceptibility of the levels of these factors” (Bong 2004). This meaning there would be varying levels of motivation/ self efficacy depending on one’s environment. These factors work together and are influenced by various individual, cultural, and environmental situations. To fully understand the correlations between self-efficacy and motivation in relation to student success it is important to further explore the existing literature on these topics. Literature Review It is clear from the research that intrinsic motivation is an essential factor in predicting academic achievement and performance. “The large amount of research in educational subject matter has shown that intrinsic motivation is a strong and positive predictor of academic achievement and performance ” (Ito 2022). This drive from within leads to higher

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 5 levels of engagement and, ultimately, a better performance. Understanding the driving factors of engagement in collaborative activities is important for enhancing overall academic performance. Research has shown that “identified regulation positively predicts behavioral, emotional, and cognitive engagement, all of which in turn highly impact academic performance” (Ito 2022). The findings from various studies show the significance of intrinsic motivation in learning. It is essential to recognize the importance of interpersonal motivation in collaborative learning environments, especially within the context of the classroom. Based on various research studies, it is evident that self-efficacy plays a crucial role in students' academic success. Research has shown that there is a positive relationship between self- efficacy and student success. Students who have high self-efficacy beliefs are more likely to set challenging goals, persist in the face of obstacles, and exhibit higher levels of academic success. Additionally, self-efficacy has been found to be positively associated with academic performance, motivation, and engagement. According to a study conducted with 389 Korean high school girls, academic "self-efficacy beliefs were moderately correlated with motivation, while performance-approach and performance-avoidance achievement goals showed strong correlation across different contexts" (Bong 2004). Learning from ones' environment is the primary factor in which self-efficacy is shaped throughout several cognitive processes, this then forms ones' beliefs about one's performance" (Macakova 2020). These findings suggest that fostering strong self-efficacy beliefs in students can have a positive impact on their motivation and academic success. The correlation between self-efficacy and motivation has been observed, indicating that students with higher self-efficacy are more likely to demonstrate motivation and set challenging

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 6 goals. Understanding one's environment and cognitive processes contributes to the development of self-efficacy beliefs, which shapes one's perception of their performance. Self-efficacy has been found to have a significant impact on students' motivation. In a non-experimental self- report survey study the researchers’ hopes to close the gap between whether the self reported measures of self efficacy and motivation align with student success in the form of college undergraduates GPA scores. Hypothesis I hypothesize that students with a high success rate will be more likely to be highly motivated. I hypothesize that students with a high success rate will be more likely to rate high in self-efficacy. I hypothesize that students with high motivation will be more likely to have high self-efficacy. Methods Methodological Design This is a non-experimental self-report survey study. Participant Demographics The sample included students from a research methods courses at California State University San Marcos and Mt. San Jacinto College ( N= 138 ). The final sample ranged in age from 17 to 49 ( M= 21.38 , SD= 5.41 , n= 138 ). Participants indicated their ethnic background including Latin X/Hispanic ( n= 76, 43.7%), White/Caucasian ( n= 29, 16.7%), Asian/Asian American ( n= 16, 9.2%), Middle Eastern ( n= 5, 2.9%), Black/African American ( n= 5, 2.9%), Multi-Ethnic ( n= 4, 2.3%), Indiginous/Native American ( n= 2, 1.1%), Not Listed ( n= 1, .6%). Participants indicated

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MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 7 their gender identity including Woman ( n= 109, 62.6%), Man ( n= 27, 15.5%), Other Nonbinary ( n= 2, 1.1%). Participants indicated their Sexual Orientation including Heterosexual ( n= 85, 48.9%), Bisexual ( n= 26, 14.9%), Asexual ( n= 12, 6.9%), Not Listed ( n= 6, 3.4%), Queer ( n= 4, 2.3%), Lesbian ( n= 3, 1.7%), Gay ( n= 2, 1.1%). Participants indicated their Marital Status including Single ( n= 88, 50.6%), Partnered ( n= 36, 20.7%), Married ( n= 9, 5.2%), Divorced ( n= 2, 1.1%), Not Listed ( n= 2, 1.1%), Separated ( n= 1, .6%). Materials The study was built on Google forms software as a survey which included the informed consent statement and agreement. This was followed by the PSS statement of the rating scale as follows 0 = Never, 1 = Almost Never, 2 = Sometimes, 3 = Fairly Often, 4 = Very Often. There were 51 questions included in the variable portion of the survey followed by a prompt for a statement of the participants’ current grade point average. The survey was followed with participant demographics including age, racial/ethnic identity, gender identity, sexual orientation, and marital status. Upon completion, the survey displayed a debriefing statement acknowledging the voluntary involvement with an expression of gratitude in the survey with information on the intention of the survey being to examine several factors related to student success and its origin. Measured Variables Student Success Student success rate is operationally defined by the students' current GPA. The survey used was developed by Professor Cody Jenson. GPA was the one item included in the survey to rate student success lower scores indicate a lower GPA; higher scores indicate a higher GPA.

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 8 For this survey, there was a minimum possible score of 1.50, and a maximum possible score of 4.10. Motivation Student motivation is operationally defined as effort, time, and engagement in school- based Curriculum and activities. (Lockwood 2002) The Likert scale was developed by P. Lockwood et al. There were 6 items being tested, based on a 10-point Likert Scale, 1 meaning not at all true and 10 meaning very true. For this survey, there was a minimum possible score of 6, and a maximum possible score of 60. Self-efficacy Self-efficacy is operationally defined as confidence in self, self-awareness, and the ability to control one's behaviors in performance. (Kim 2010) This survey was developed by E. Kim, et. al. There were 6 items being tested, based on a 4-point Likert Scale, 1 meaning strongly disagree and 4 meaning strongly agree. For this survey, there was a minimum possible score of 0, and a maximum possible score of 24. Procedure The study was formed as a class collaboration on the examination of factors that relate to student success. In groups of 6 students, the class was asked to state a 2 variables that they think relates to student success and why. They were also asked to research for reliable scales in previous literature on each variable chosen with a description of the scale. The survey was created by Professor Cody Jenson using the information gathered, then survey link was

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 9 distributed in a convenience sampling method to students of his Research Methods Psych 124 Course. Surveys were administered electronically via Google Forms. After completing an Informed Consent, participants completed surveys examining how student success is related to stress, motivation, distractions, sleep quality, chronic time pressure, happiness, procrastination, and self efficacy followed by the Demographics Survey. Students were then provided a debriefing upon completion of the survey. Data was complied for analyses. Results A bivariate pearson correlation analysis was conducted to assess the relationship between Student Success and Self Efficacy. Results revealed a significant relationship between Student Success and Self Efficacy ( r (138) = .214, p = .012). People who had high amounts of Student Success ( M = 3.25 , SD = .588) were more likely to have high amounts of Self Efficacy ( M = 21.56 , SD = 2.86). A bivariate pearson correlation analysis was conducted to assess the relationship between Student Success and Motivation . Results revealed a non-significant relationship between Student Success and Motivation ( r (138) = -.044 , p = .612 ). People who had high levels of Student Success ( M = 3.25 , SD = .588) were not more likely to have high levels of Motivation ( M = 48.41 , SD = 8.62). A bivariate pearson correlation analysis was conducted to assess the relationship between Self efficacy and Motivation. Results revealed a significant relationship between Self efficacy and Motivation ( r (138) = .489, p = .001). People who had high amounts of Self efficacy ( M = 21.56 , SD = 2.86) were more likely to have high amounts of Motivation ( M = 48.41 , SD = 8.62).

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MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 10 Discussion General Discussion The purpose of this study was to investigate the connections between student success, academic motivation, and self-efficacy, and to test hypotheses related to these connections. In the analysis of hypothesis 1, the correlation between student success and self efficacy, the results showed a significant relationship. This confirmed the original hypothesis students with a high success rate will be more likely to rate high in self-efficacy. This aligns with previous research conducted by Zhang et al. in China, which also found a positive relationship between self- efficacy and success. Through our analysis of the second measured variables being student success and motivation, we explored the relationships between these variables and aimed to contribute to the existing body of literature. The findings did not support the hypothesis that students with a high success rate will be more likely to be highly motivated. There is not a significant correlation between student success and Motivation. These results were inconsistent with previous literature, which according to readings, may be looked at with a closer analysis of participants’ backgrounds, to establish correlations with circumstance. In the analysis of hypothesis 3, higher levels of academic motivation and self-efficacy were found to be correlated with each other, as indicated by higher GPA, These results reveal a positive relationship with each other as when self-efficacy increases, so does motivation. This is consistent with previous studies that consistently demonstrate the positive influence of motivation and self-efficacy on academic outcomes.

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 11 Methodological Strengths There were two strengths of the study. First, in the use of a non-experimental self-report survey. This allowed us to collect data on student success, academic motivation, and self-efficacy from a large and diverse sample of participants. Second , the survey was a single blind study where as the participants answered questions without the understanding of what response was to be expected for each variable. Methodological Limitations There were two limitations of the study. First, acknowledging the limitations of self- report surveys, the potential for response bias and the reliance on participants' self-perceptions. Second, as the survey could be received as repetitive the maturation effect may occur for some participants. Future Research This study can be improved by assessing further into different cultural and more diversified economic backgrounds. Conclusion In conclusion, the objective of this study was to investigate the connection between student success, academic motivation, and self-efficacy. Utilizing a nonexperimental self-report survey design, we collected data on these 3 constructs and conducted correlational analyses to obtain the presence, direction, and strength of the relationships between them. The findings

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 12 obtained from this study serve to advance the existing literature on student success by highlighting the role played by academic motivation and self-efficacy in predicting positive academic outcomes. Our results support the established notion that various factors influence student success, and this study adds to the literature by providing further evidence. However, the evidence shown for the correlation between Student Success and Motivation reveals the need for more exploration as the results do not correlate with the previous literature. References

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MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 13 Bong, M. (2004). Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs. Journal of Educational Research, 97(6), 287–298. https://doi.org/10.3200/JOER.97.6.287-298 Ito, T., & Umemoto, T. (2022). Examining the causal relationships between interpersonal motivation, engagement, and academic performance among university students. PLoS ONE, 17(9), 1–14. https://doi.org/10.1371/journal.pone.0274229 Kim, Eunhee, Newton, Fred B., Downey, Ronald G., Benton, Stephen L. (2010) Personal factors impacting college student success:constructing college learning effectiveness inventory. College Student Journal, Vol. 44, Issue 1 Knekta, E. (2017). Are all Pupils Equally Motivated to do Their Best on all Tests? Differences in Reported Test-Taking Motivation within and between Tests with Different Stakes. Scandinavian Journal of Educational Research, 61(1), 95–111. https://doi.org/10.1080/00313831.2015.1119723 Lockwood, Penelope, Jordan, Christian H., & Kunda, Ziva (2002). Motivation by positive or negative role models: Regulatory focus determines who will best inspire us. Journal of Personality and Social Psychology, Vol 83(4), 854-864. doi: https://dx.doi.org/10.1037/0022-3514.83.4.854 Macakova, V., & Wood, C. (2022). The relationship between academic achievement, self- efficacy, implicit theories and basic psychological needs satisfaction among university students. Studies in Higher Education, 47(2), 259–269. https://doi.org/10.1080/03075079.2020.1739017

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 14 Situmorang, K. (2022, July 25). Improving the Academic English Achievement through Developing Students’ Self-Efficacy of Verbal Persuasions; A Classroom Action Research. DOI: 10.33394/jollt.v10i3.5534 Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-Efficacy, Stress, and Academic Success in College. Research in Higher Education, 46(6), 677–706. https://doi.org/10.1007/s11162-004-4139-z Table 1 Demographics of Participants

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 15 Demographics n % Race/Ethnicity Latin X/Hispanic 76 55.1 Asian/Asianamerican 16 11.6 Black/Africanamerican 5 3.6 White/Caucasian 29 21 Middleeastern 5 3.6 Indiginous/Nativeamerican 2 1.4 Multiethnic 4 2.9 Not listed 1 .7 Gender man 27 19.6 women 109 79 Other non binary 2 1.4 Sexual Orientation heterosexual 85 61.6 bisexual 26 18.8 asexual 12 8.7 gay 2 1.4 lesbian 3 2.2 queer 4 2.9 Not listed 6 4.3 Marital Status single 88 63.8 divorced 2 1.4 partnered 36 26.1 married 9 6.5 separated 1 .7 Not listed 2 1.4 Note: N = 138. Participants were on average 21.4 years and participant age did not differ by demographic. Figure 1

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MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 16 Correlation between Student Success and Motivation Figure 2

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 17 Correlation between Student Success and Self Efficacy Appendix

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 18

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MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 19

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 20

MOTIVATION, SELF EFFICACY AND STUDENT SUCCESS 21

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