The Relationship between Self-efficacy, Motivation, and Academic Achievement of

Undergraduate Students in Yemen

‫ عبد السالم دائل عامر سيف‬.‫د‬

‫ قسم المناهج وطرق التدريس‬- ‫أستاذ مشارك‬

‫ المملكة العربية السعودية‬- ‫ نجران‬- ‫ جامعة نجران‬- ‫كلية التربية‬

Dr. Abdulsalam Dael Amer Saif

Associate professor- Department of Curriculum and Instructions

Faculty of Education, Najran University-Najran - Saudi Arabia

profdael@gmail.com

http://abdulsalam.hostzi.com

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 The Relationship between Self-efficacy and Motivation and its Effect on Academic
Achievement of Yemeni Undergraduate Students
Abstract
The present study tried to explore the relationship between self-efficacy, motivation, and
academic performance of undergraduate students from the Faculty of Education at Taiz
University in Yemen. A questionnaire of 18 items was applied to a sample of 407 students.
Results showed that there are statistically positive correlations between self-efficacy and
both intrinsic and extrinsic motivation, and self-efficacy and performance, Also, there are
statistically positive correlations between intrinsic motivation and performance, and
extrinsic motivation and performance. In addition, results revealed that students high in
self-efficacy and motivation performed better than those low in self-efficacy and
motivation. Finally, suggestions and recommendations for future research on the basis of
the current results were discussed.

Key Words: Self-efficacy, Intrinsic, Extrinsic, Motivation, Performance, Students

:‫ملخص الدراسة‬
‫ واالنجاز األكاديمي لطلبة كلية التربية بجامعة‬h،‫ والدافعية‬،‫حاولت الدراسة الحالية بحث العالقة بين كل من الثقة بالذات‬

‫ أظهرت النتائج ارتباطات‬.‫) طالب وطالبة‬407( ‫ فقرة على عينة شملت‬18 ‫ تم تطبيق استبيان يتألف من‬.‫تعز في اليمن‬

‫ وبين التحصيل وكل من‬،‫ والتحصيل‬،‫ والدافع الخارجي‬،‫ذات داللة إحصائية بين الثقة بالذات وكل من الدافع الجوهري‬

‫ كما بينت الدراسة أن الطلبة الذين تميزوا بمستوى عالي من الدافعية والثقة بالذات‬.‫ والدافع الخارجي‬،‫الدافع الجوهري‬

‫ وقد ناقشت الدراسة على ضوء النتائج‬.‫أنجزوا أكاديميا بشكل أفضل من الطلبة األقل في الدافعية والثقة بالذات‬

.‫المقترحات والتوصيات الالزمة‬

2
Introduction
A growing body of literature supports the relationship between students' self-
efficacy, other motivational self-beliefs, and their academic performance. Students' beliefs
of self-efficacy have been used by researchers in several institutions throughout the world
as techniques to encourage the tasks and duties of learning. Self-efficacy has been found to
be a significant factor in predicting academic achievement by increasing motivation to
achieve (Pietsch et al, 2003; Perkins et al., 2008; Wang et al.,2008; Close & Solberg, 2008;
Bandura, 1997; Schunk, 1991; Schunk, 1994). Students' self-efficacy and motivation, on
the other hand, have been of large practical concern to the academic institutions and of
large theoretical concern to researchers.
Very little is known about whether academic performance of undergraduate students in
Yemen is based on their self-efficacy and motivation. Therefore, this study is trying to
explore the impact of these self-beliefs of efficacy and motivation on academic
achievement of these students.
Theoretical Framework
Self-efficacy refers to the beliefs individuals have about whether or not they can
successfully complete a task (Bandura, 1997). Its beliefs affect behaviors of individuals
through how they feel, think, motivate themselves, and act. Motivation, on the other hand,
is an inner drive that directs an individual's behavior toward the fulfillment of a goal. It is a
goal-directed behavior and indicates the willingness of the individuals to exert high levels
of effort toward achieving goals. Self-efficacy is defined as "people's judgments of their
capabilities to organize and excite courses of action required to attain designated types of
performances" (Bandura, 1986, p.391). In his original social learning theory, Bandura
(1969, 1977) proposes self-efficacy as a major construct. He proposed a general social
cognitive model of cognitive and behavior, including academic achievement (Lent, Brown,
& Larkin, 1984, 1987; Mone, Baker, & Jeffries, 1995). Bandura's self-efficacy theory
(1986) suggests that an individual's behavior; environment, and cognitive factors are all
highly interrelated. Self-efficacy is a key element of Bandura's social learning theory and
plays a role of connecting goals, motivation, and performance.

3
 Through the late decades of the 19th century, psychologists such as Wundt, James, and
Ach addressed motivation in the sense of volition, or a willing to action (Pintrich &
Schunk, 1996; Jams 1890; & Heckhausen, 1991). But, volitional theories ignored how
people formulate goals (Pintrich & Schunk, 1996). An early perspective of motivation
stressed the role of instincts, McDougall, (1926), hypothesizing that all behavior is
instinctive. Another early theory of behavior relative to motivation is that of Sigmund
Freud, one of the most influential persons in the history of psychology. Freud conceived of
motivation as psychical energy which builds up in the LD, a personality structure devoted
to the attainment of basic needs.
During the first half of the 20th century, the conditioning theories became pre-eminent
and dominant in psychology. Behaviorists such as Thorndike, Pavlov, and Skinner
emphasized the association of stimuli with responses as the mechanism responsible for
behavior. These theories are relevant to the study of the motivation. Unlike conditioning
theories, drive theories emphasize the contribution of internal factors that motivate behavior
(Pintrich & Schunk, 1996). On the other hand, humanistic theories emphasize people's
capabilities and potentialities. They stress that individuals have choices and seek control
over their lives. This view represents an important assumption in the study of intrinsic
motivation (Weiner, 1985). Lately, current theories of motivation and learning, social
cognitive theories, view students as active seekers and processors of information (Bandura,
1986).
Related Review of Literature
Self-efficacy is a self-appraisal of one's ability to master a task. It includes
judgments about one's ability to accomplish a task and one's confidence in one's skills to
perform that task (Bryan & Glynn., 2011). According to Wood and Bandura (1989, p: 408)
“Self-efficacy refers to beliefs in one's capabilities to mobilize the motivation, cognitive
resources and courses of action needed to meet given situational demands”. Self-efficacy
influences what activities students select, how much effort they put forth, how persistent
they are in the face of difficulties, and the difficulties of the goals they set (Bandura, 1997).
Clearly, it is not simply a matter of how capable one is, but of how capable one believes
oneself to be.

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 Researchers have established that self-efficacy beliefs, behavior changes, and
outcomes are highly correlated and that self-efficacy is an excellent predictor of behavior.
Bandura (1997) provides extensive evidence and documentation that self-efficacy is a key
factor in bringing about significant outcomes in the lives of individuals. Numerous studies
(Marie, 2006; Lent et al., 1987; Fenollar et al., 2007; Wang et al., 2008) show that self-
efficacy is a good predictor of students' achievement. Self-efficacy has proven to be a more
consistent predictor of behavioral outcomes than have any other motivational constructs
(Graham & Weiner, 1996). It represents a good predictor of achievement and behavior
(Bandura, 1978; Gist & Mitchell, 1992). Research also shows that self-efficacy is a
significant predictor of both students' clinical performance (Opacic, 2003) and reflective
thinking (Phan, 2007). Additionally, as reported by Close & solberg (2008), students who
reported higher self-efficacy beliefs showed less physical and psychological distress and
reported higher levels of achievement.
Belief in the self appears to influence goals for which one strives (Locke & Latham,
1990; Zimmerman et al., 1992). Personal goal setting is definitely influenced by self-
appraisal of capabilities. The stronger the perceived self-efficacy, the higher the goal
challenges students set for themselves and the firmer is their commitment to them
(Bandura, 1986). Self-efficacy beliefs also determine how much effort individuals will
spend on a task and how long they will persist with it. Research has revealed that
individuals with strong self-efficacy beliefs exert greater efforts to master a challenge while
those with weak self-efficacy beliefs are likely to reduce their efforts or even quit (Bandura
and Schunk, 1981; Close & Solberg, 2008; Brown & Inouyne, 1978; Schunk, 1981;
Weinberg et al., 1979). At the same time, students in good academic standing reported
having higher self-efficacy and adopted significantly more mastery goals toward learning
(Peggy et al., 2007). Mastery goals play a key role increasing deep processing and effort,
and in turn affecting performance (Fenollar et al., 2007). In addition, Peggy et al. (2007)
indicated that self-efficacy and mastery goals were positively related to academic standing
whereas performance- avoidance goals were negatively related to academic standing.
Regarding the development of self-efficacy and factors influencing it, Individuals'
beliefs in their efficacy are developed by four main sources of influence. These sources are:

5
(1) mastery experiences, (2) social models (seeing people similar to oneself manage task
demands successfully), (3) social persuasion (one has the capabilities to succeed in given
activities), and (4) inferences from somatic and emotional states indicative of personal
strengths and vulnerabilities (Bandura, 1986; Schunk, 1989; Wood, & Bandura, 1989). On
the contrary, Schyns & Birgit (2004) only identify three factors which are: mastery
experience, vicarious learning, and verbal persuasion. Lewis et al (2012) consider reasoning
ability as a primary factor that influences self-efficacy. Raising students' beliefs in their
capabilities can be done by conveying positive appraisals, structuring situations in ways
that bring success, and measuring success in terms of self-improvement (Glynn et al.,
2011). Succeeding periods of life present new types of competency demands requiring
further development of personal efficacy for successful functioning (Lent & Hackett, 1987;
Bandura, 1986). The nature and scope of perceived self-efficacy undergo changes
throughout the course of the lifespan (Bandura, 1991).
As mentioned previously, motivation is an inner drive that directs an individual's
behavior toward the accomplishment of a goal. Motivation, therefore, is a goal-directed
behavior and indicates the willingness of the individuals to use high levels of effort toward
achieving goals. It influences how and why people learn as well as their performance
(Lerdpornkulrat et al., 2012). Wlodkowski (1986) suggested that motivation describes
processes that (1) arouse a desire to investigate behavior, (2) give direction and purpose to
behavior, (3) continue to allow behavior to persist, or (4) lead to choosing or preferring a
particular behavior. In relation to learning, Lewis et al (2012) stated that the act of
motivating could be defined as exciting the mind of the student to receive instruction.
Crump also found that excitement, interest, and enthusiasm towards learning were the
primary components of motivation. Dicke et al (2013) claimed that student motivation dealt
with the students' desire to participate in the learning process and the reasons or goals
underlying involvement or non-involvement in academic activities.
Two types of motivation have been identified (intrinsic motivation and extrinsic
motivation). Intrinsic motivation refers to motivation to engage in an activity for its own
sake. It is the tendency to engage tasks because one finds them interesting, challenging,
involving and satisfying. Task participation is its own reward and does not depend on

6
explicit external rewards (Tseng et al., 2010). In contrast to intrinsic motivation, extrinsic
motivation refers to motivation to work on a task in order to obtain a reward Grades are a
prominent example of an extrinsic reward. Rewards convey information about one's skills
when linked to actual performance or progress such as receiving praise from a teacher for
learning new skills. According to Bryan & Glynn (2011), intrinsically motivated students
participate in an activity for enjoyment, the learning it permits, and/or the sense of
accomplishment it brings, while, ,extrinsically motivated students participate in an activity
only to receive a reward or to avoid punishment external to the activity itself. The
distinction between intrinsic and extrinsic motivation is an acknowledgement of the role of
the value of a behavior in the determination of whether or not the behavior is performed
(Rolland, 2012).
Some theorists have reasoned that extrinsic motivation is antithetical to, or at best
unrelated to, the development of individual interest in an activity (Deci & Ryan, 1985). A
focus on extrinsic rewards tends to undermine interest and intrinsic motivation (Burgoon et
al., 2012), particularly for interesting activities (Smithson, 2012). However, some
researchers have suggested that there are multiple pathways to the development of interest
and motivation (Hidi & Harackiewicz, 2000; Pintrich, 2000), and that seemingly extrinsic
factors may promote initial engagement in activities for some students – particularly those
who are initially uninterested. Research shows that the use of rewards can be detrimental on
high intrinsic motivation. Lepper et al., 1973, provided evidence for the detrimental effects
of rewards on intrinsic motivation. Brewer et al (1988) noted that several variables
influenced intrinsic motivation. Of these variables are feedback and feelings of
competence. When feedback is present with goals, self-efficacy is activated to enhance
motivation (Bandura, 1982). Additionally, enhancing motivation requires that the
development of competencies be linked with rewards (Bandura, 1991). Rewards in turn
inform students that they are developing competence and raise self-efficacy (Smithson,
2012).

According to Todd et al. (2002) motivations moved from extrinsic at the beginner
level to intrinsic at the expert level. This finding supports the idea that certain extrinsic
motivation strategies could encourage beginners' involvement. On the other hand, Marshall

7
(1987) reported that motivation to learn referred to the meaningfulness, value, and benefits
of academic tasks to the learner regardless of whether or not the tasks were intrinsically
interesting. Therefore, student motivation to learn might come from intrinsic or from
extrinsic sources, and it seems that students value both intrinsic and extrinsic rewards.
Prior research has demonstrated that motivation plays an important role in influencing
students' academic achievement. Several researchers found that students use different
motivational strategies in different learning situations (Pintrich, 2000; Pintrich & Schunk,
1996; Garcia et al., 1995; Bandura, 1986). Based upon a vast amount of literature in the
field, the author contend that to the extent such rewards (intrinsic and extrinsic) are
important to students and likely to result in some outcome they desire, they engage
themselves in learning so that such rewards can be achieved. When students are not
motivated in a particular class, they lose a common outcome to attend the class and these
results in frequent absences and plummeting grades (Brewer & Burgess, 2005).
Self-beliefs of efficacy play a key role in the self-regulation of motivation (Bandura,
1996). Self-efficacy beliefs contribute to motivation in several ways: they determine the
goals individuals set for themselves; how much effort they expend; how long they
persevere in the face of the difficulties; and their resilience to failures (Bandura, 1994). The
evidence shows that efficacy beliefs contribute significantly to the level of motivation
(Close & Solberg, 2008; Wang et al., 2008). The evidence also shows that both self-
efficacy and motivation beliefs contribute significantly to the level of performance (Close
& Solberg, 2008; Wang et al., 2008; Perkins et al., 2008). Both of self-efficacy and
motivation are needed for academic success, and the self-efficacy of students alone will not
insure success if the motivation is not there.
By reviewing the above related research, it seems that self-efficacy is associated with
motivation, which in turn, enhances the academic performance of the students. Therefore, it
can be suggested that motivation in learning reflects a means for activating students' ability
of academic achievement.

8
The Purpose of the Study
The purpose of this was to examine how self-efficacy, motivation and students' academic
performance interact among undergraduate students of a general educational course at Taiz
University in Yemen.
The Significance of the Study

Research in this area can help universities in Yemen ascertain the role and the
importance of students' beliefs in promoting higher education learning and students'
performance as well. The findings of the present study will be used for the improvement of
the higher education teaching and learning quality. Determining the impact of self-efficacy
and motivation on the performance of undergraduate students will be very useful for the
academics. Professors will take into consideration that students' beliefs of self-efficacy and
motivation can be a strong predictor of students' performance. Such prediction may lead
those professors to revise and evaluate methods and techniques used to teach the different
disciplines and make the necessary changes to insure students' effective learning and high
level of achievement.
Research Hypotheses
On the basis of preceding discussions, the following hypotheses are proposed.
H1: The greater the self-efficacy perceived to exist among students, (1) the greater will be
the students' intrinsic motivation, and (2) the greater will be the students' performance.
H2: The greater the extrinsic and intrinsic motivation of students, the greater will be their
academic performance.
Method
Population and Sampling Procedure
The population of this study comprised 2043 undergraduates students enrolled in a
general educational course (Environmental Education) in the Faculty of Education at Taiz
University in Yemen. Of these students a total of 407 were randomly selected as a sample
for this study. The majority of the respondents (90.7%) were third year students, while the
rest were fourth year students. Female students represent 61.2% of the respondents.

9
Instrument
The instrument comprised 18 items adapted from Motivated Learning Strategies for
Learning Questionnaire (MSLQ) of Pintrich and DeGroot (1990), on a scale of 1 to 7
anchored on from “not true at all” to “very true”. Six of these items measured self-efficacy
beliefs. They assessed the confidence of the students in completing the learning materials as
well as the ability to do well in the examinations. One item, for example, is “I am confidant
that I can learn the basic concepts taught in this course”. The alpha coefficient for self-
efficacy questions was 85%. Also, six of the items measured the intrinsic motivation, and
the last six items were assigned to measured extrinsic motivation. Cronbach's alphas for
intrinsic and extrinsic motivation were respectively: 81%, 82%.
Procedure for Data Collection
The questionnaires were distributed to respondents at the end of the second semester
of 2013, through the last teaching session of the Environmental Education. In addition to
completing the 18 survey items, respondents were asked to provide information on
individual background characteristics such as the year of study, age, and gender. Students'
final course grades were collected at the end of the year. A grade of A was coded as 4.0, A-

as 3.75, B+ as 3.5, B as 3.0, B- as 2.76, C+ as 2.3, C as 2.0, C- as 1.75, D+ as 1.3, D as 1.0

and D-as 0.75.

Data Analysis
The statistical approaches used to analyze data were: descriptive statistics, Pearson
correlation, and regression analysis.
Results
"[Insert Table 1 about here]"
As seen in Table 1, Pearson correlation shows that self-efficacy is found to be
significantly correlated to students' intrinsic motivation (r = 0.277), students' extrinsic
motivation (r = 0.225), and students' performance (r = 0.377). As expected, both intrinsic
and extrinsic motivations are significantly correlated to students' academic performance,
the correlation coefficients were respectively (0.432, 0.399). Finally, regression analysis

10
was performed to clarify the influence of the variables and students' achievement. As Table
2 shows, significant effect was observed for all variables and students' performance.
"[Insert Table 2 about here]"
Discussion
The purpose of this study was to investigate the relationship between (1) students'
self-efficacy and motivation (intrinsic and extrinsic), and (2) students' academic
achievement and their beliefs of self-efficacy and motivation. It seems that all of the three
variables (self-efficacy, intrinsic motivation, and extrinsic motivation) are significantly
correlated. In the meantime, students' academic performance is significantly affected by
these variables. This result is supported by numerous studies (Schunk 1991; Pajares, 2002;
Wang et al., 2008; Close & Solbweg, 2008; walker et al., 2006, Bassi et al., 2007),
demonstrating that self-efficacy, motivation, and academic achievement are all significantly
related. In general, this study reveals that the students who attain the highest level of
academic performance are those who at the same time are high in self-efficacy and in
intrinsic and extrinsic motivation as well.
Suggestions
The present study indicates that the academic environment in Yemen should
encourage self-efficacy and motivation among students as predictors of academic success.
This may help professors in motivating students and increasing their academic success. The
aim of higher education teaching must transcend the development of academic competence.
Universities in Yemen should offer the suitable environment for preparing students capable
of pursuing their hopes and ambitions on their own. Students who develop strong self-
efficacy are well equipped to educate themselves when they rely on their own initiatives
(Bandura, 1986)
Recommendations
Future research is needed to explore the relationship between self-efficacy,
motivation, and academic achievement in such more complicated academic fields in Yemen
as engineering, mathematics, and science. At the meantime, it may investigate factors
influencing the development of self-efficacy and motivation beliefs of undergraduate
students in Yemen. Finally, future research is needed to study the effect of self beliefs on

11
the achievement of Yemeni students in general education (secondary school and basic
education school).

12
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Table 1: Descriptive statistics of the variables and Pearson correlation.

Variables Mean SD Self- Intrinsi Extrinsi Grade

efficacy c c
Self-efficacy 27.9550 4.16530 1 .277** .225** .377**
Intrinsic 29.1500 4.07314 .277** 1 .203** .432**
Extrinsic 28.2350 3.63813 .225** .203** 1 .399**
Grade 3.1845 .50665 .377** .432** .399** 1

**Correlation is significant at the 0.01 level (2-tailed)

Table 2: The predictor variables to the prediction of students’ performance (grade)

Unstandardized Standardized
Model Coefficient Coefficient t p
B Std. Error β
Constant .165 .308 .536 .593
Self-efficacy .028 .008 .226 3.671 .000
Intrinsic .039 .008 .312 5.085 .000
Extrinsic .040 .008 .284 4.698 .000
Dependent variable: Grade

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