The Interplay between Academic Self-Efficacy, Academic Self-Concept, and Academic Motivation among College Students

Abstract

Academic self-efficacy pertains to a person’s confidence in their capacity to effectively accomplish academic duties, stemming from Bandura’s self-efficacy theory. Conversely, academic self-concept entails an individual’s perception of their academic prowess, including their assessments and beliefs regarding their abilities and achievements. Academic motivation is intricately linked with the broader notion of “motivation for learning,” which encompasses the mental processes driving learning endeavors and their results. The present study aimed to investigate how academic self-concept, academic self-efficacy, and academic motivation are interrelated in college students. A sample of 105 students were taken aged between 18-26 years. It was hypothesized that there is a significant relationship between Academic Self-Efficacy, Academic Self-Concept, and Academic Motivation. Tools such as the College Academic Self-Efficacy Scale (CASES) by S.V. Owen and R.D. Froman in 1988, the Academic Self-Concept Scale by Liu, W.L., and Wang, C. K. J. in 2005, and the Academic Motivation Scale (AMS-28) by Vallerand, R.J., Blais, M.R., Brière, V.M., and Pelletier, L.G. in 1989 were used. Results showed that there is a statistically significant negative correlation between Academic Self-Efficacy and Academic Self-Concept at the 0.05 significance level among college students. It was also evident there is a statistically significant positive correlation between Academic Self-Concept and Academic Motivation among college students. The correlation between Academic Self-Efficacy and Academic Motivation is not statistically significant.