Comparing of Academic Self-efficacy in Different Profiles of Student’s Motivation: A Person-Centered Analysis

Subject Areas : Educational Psychology

Mohammad SetayeshiAzhari ¹ , Abbas Habibzade ² , hassan mirzahosseini ³

1 - Psychology Department, Psychology & Education Faculty, University of Kharazmi, Tehran, Iran
2 - Associate Professor, Qom University, Qom, Iran
3 - psychology department, IUA

Received: 2021-09-29 Accepted : 2022-06-26 Published : 2022-06-22

Keywords: Cluster analysis, academic self-efficacy, Motivational Profiles,

Abstract :

Different factors such as motivation and self-efficacy can affect the students learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances. Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of students and to compare their academic self-efficacy considering these profiles. This study was conducted with a comparative-descriptive method. The participants were 211 high school students eighth and ninth grade who completed the Achievement Goal Questionnaire and Academic self-efficacy Questionnaire. The criterion for academic achievement was students’ total average in the Last year. The methods of cluster analysis and multiple analysis of variances were used for data analysis using SPSS software. Cluster analysis revealed four motivational profiles for the students: 12/7% of the subjects were placed in the without motivation cluster, 35/2% were placed in the triple motivation cluster, 19/6% were placed in the mastery goal orientation- performance goal orientation, and 38% were placed in multiple motivation cluster. The academic self-efficacy of without motivation cluster was lower than the other clusters (p<0.001). The findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, during the academic years.

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Avazyan, F., Badri., R., Sarandi., P., & Ghasemi., Z (2011). Trlationshep between procrastination and self-steem with academic performance, journal of education,4(14):51-164 [In Persian].

Badri, R., & Beyrami, N. (2009). Goal achievement orientation of deaf students: a person-centered analysis, Journal of psychological university of Tabriz, 15(3): 1-22 [In Persian].

Badri, R., Mahdavi, A., & Zarabi, M. (2001). Motivational Profiles and academic burnout in students: a person-centered analysis, Journal of psychological achievement,4(2): 45-62 [In Persian].

Badri, R., Moradi, S., & Hosseinpoor, H. (2011). Motivational Profiles of university students: Comparing of cognitive, emotional and social performance, Journal of Modern Psychological Studies, 6(21): 20-42 [In Persian].

Bani, Z., & Yousef, F (2011). The relationsheep between motivational beliefs and academic performance with mediating role of the goal achievement orientation, journal of education and Learning, 4(2): 49-80 [In Persian].

Bari, R., Arianpoor, E., & Farid, A. (2009). Profiles of Students goal achievement orientation and preferring learning atmosphere. Journal of Pedagogy, 2(3): 143-162 [In Persian].

Collins, J. (1982). Self-efficacy and ability in achievement behavior. Paper presented at the meeting of the American Educational Research Association: New York.

Daniels, L., Haynes, T., Stupnisky, R., Perry, R., Newall, N., & Pekrun, R. (2008). Individual differences in achievement goals: a longitudinal study of cognitive, emotional, and achievement outcomes, Contemporary Educational Psychology, 33. 584-608.

Elliot, A., & McGregor, H. (2001). A 2*2 achievement goal framework, Journal of Personality and social Psychology, 30, 951-971.

Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational psychologist, 34(3): 169-189.

Farrell, L., Fry, T. R., & Risse, L. (2016). The significance of financial self-efficacy in explaining women’s personal finance behaviour. Journal of Economic Psychology, 54, 85-99.

Ghadammpour., E., Kamkar., p., Sabzyan., S., Chelpar., A., Abdoli., S., & Geravand., H. (2005). Relationsheep motivation and academic self-efficacy in Jondipoor medical scince University., Educational Psychology Practice., 1(2): 53-67 [In Persian].

Hajloo, N. (2014). Relationships between self-efficacy, self-esteem and procrastination in undergraduate psychology students. Iranian journal of psychiatry and behavioral sciences, 8(3): 42.

Hashemi., T., Vadehdi., Sh., & Mohebi., M (2005). School bondig and academic satisfaction: mediating role of the self-efficacy., cognitive stategy in learning., 5(3): 1-19. [In Persian].

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Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43(1): 167-178.

Howell, A. J., &Buro, K. (2009). Implicit beliefs, achievement goals, and procrastination: A mediational analysis. Learning and Individual Differences, 19(1): 151-154.

Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119-137.

Jinks, J., & Morgan, V. (1999). Children’s perceived academic self-efficacy: Aninventory scale. The Clearing House, 72(4): 224-230.

Kaplan, A., & Maehr, M. L. (2002). Adolescents' Achievement Goals: Situating Motivation in Sociocultural Contexts.

Kharayem., R., Narymani., m., & Kharayem., S. (2012). Comparing self-efficacy belifes and goal achievement orientation among learning disability and normal, Journal of LD, 1(4): 85-104 [In Persian].

Kia-Keating, M., & Ellis, B. H. (2007). Belonging and connection to school in resettlement: Young refugees, school belonging, and psychosocial adjustment. Clinical Child Psychology and Psychiatry, 12(1): 29–43.

Kim, J. H., Park, H. J., Kim, J. H., Chung, S., & Hong, H. J. (2017). Psychometric Properties of the Korean Version of the Infertility Self-Efficacy Scale. Asian Nursing Research, 11(3): 159-165.

Latikka, R., Turja, T., & Oksanen, A. (2019). Self-efficacy and acceptance of robots. Computers in Human Behavior, 93, 157-163.

Medina, M. N. (2017). Training motivation and satisfaction: The role of goal orientation and offshoring perception. Personality and Individual Differences, 105, 287-293.

Pintrich, P. R., &Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. Student perceptions in the classroom, 7, 149-183.

Ratelle, F., Guay, F., Vallerand, Larose, J., & Sene’cal, C. (2007). Autonomus, Controlled, and Amotivated Types of academic Motivation: A person-oriented Analysis, Journal of educational psychology, 99, 734-746.

Saif, A. (2012). Modern educational psychology, Tehran: Doran [In Persian].

Setiawan, J. L. (2014). Examining entrepreneurial self-efficacy among students. Procedia-social and behavioral sciences, 115, 235-242.

Skaalvik, M. E., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129–136.

Tamadoni, M., & Razini, H. (2011). Self-efficacy, academic procrastination and academic achievement, journal of educational psychology. 6(17): 65-86 [In Persian].

Tams, S., Thatcher, J. B., & Craig, K. (2017). How and why trust matters in post-adoptive usage: The mediating roles of internal and external self-efficacy. The Journal of Strategic Information Systems.

Tuominen-Soini, H., Salela_Aro, K., & Niemivirta, M. (2008). Achievement goal orientation and subjective well-being: A person-centred analysis, Learning and Instruction, 18, 251-226.

Vahedi, S., Esmaeelpoor, Kh., Zamanzade, V., & Ataeezade, A. (2012). The nursing students’ motivational profie and its relationship to their academic achievement: A person-oriented approach, Journal of Nursing Vision, 1(1):37-46 [In Persian].