Predicting Academic Self-Efficacy Based on Motivational Beliefs, Self-Regulation Strategies, and Academic Performance of First-Year Secondary School Girls in Kermanshah

Subject Areas :

faranak mosavi ¹ , Faezanh vasi ²

1 - Associate Professor, Department of Educational Management, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
2 - گروه مشاوره مدرسه

Received: 2024-02-01 Accepted : 2024-03-21 Published : 2024-09-23

Keywords: Academic Self-Efficacy, Motivational Beliefs, Self-Regulation Strategies, Academic Performance, Female Students, Kermanshah City,

Abstract :

The purpose of the present study is to predict academic self-efficacy in female students at the first secondary level in Kermanshah City. This prediction will be based on their motivational beliefs, self-regulation strategies, and academic performance. The research method is descriptive-correlational. The statistical population consisted of 3373 female students at the first secondary level in Kermanshah who were studying during the academic year 2018-2019. Using the multi-stage cluster sampling method, a sample of 330 people was selected. In order to measure the variables, the researchers utilized several instruments. Morgan-Jinks' (1999) academic self-efficacy, Hermans's motivation (1998), Zimmerman and Martinspon's (1986) self-regulation strategies, and Pham and Taylor (1999) academic performance were all assessed. Correlation coefficient and multiple regression were also used for data analysis. The findings showed a significant positive relationship between motivational beliefs and academic self-efficacy in students (p=0.0001, r=0.56). There is a significant positive relationship between self-regulation strategies and academic self-efficacy in students (p = 0.0001, r = 0.49). There is a significant positive relationship between academic performance and academic self-efficacy in students (p = 0.0001, r = 0.52). The regression analysis for predicting students' academic self-efficacy based on the variables of motivational beliefs, self-regulation strategies, and academic performance yielded significant results (p < 0.0001, F = 14.51). Therefore, it can be concluded that students' motivational beliefs, self-regulation skills, and academic performance can predict their academic self-efficacy.

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