The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement

By Muhammed Yusuf. 2011

264 citations recorded by the source corpus.

Abstract This study investigates the impact of self-efficacy, achievement motivation, and learning strategies on students’ academic achievement. Conducting this research is important since there is a lack of educational research on the above research components as an integrated motivational model. Selected undergraduateHstudentsEtsarticipatedHniahelStudy.EirhelStructuralH equationHnodellingl^SEMlll/vasp Fax: +60 173058930.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d0e0c2147948c5d60577be9a4e1fd2f55ee81619

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance (2015, background): “…2015; Feldman and Kubota 2015; Galla et al. 2014; Gore 2006; Hampton and Mason 2003; Lent et al. 1986; McIlroy et al. 2015; Mone et al. 1995; Motlagh et al. 2011; Pajares and Johnson 1996; Wang and Neither 2015; Wood and Locke 1987; Yazici et al. 2011; Yusuf 2011; Zimmerman et al. 1992).”
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies (2015, background): “In another study with college students, self-efficacy beliefs and SRL strategies were noted to be significantly related to each other with self-efficacy having a direct effect on academic performance and SRL strategies having a moderating effect on this relationship (Yusuf, 2011).”
The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners (2019, background): “In a related move, but during this decade, some recent research also reported that self-efficacy and achievement motivation were significantly and positively correlated (Chea & Shumow, 2017; Csizér & Piniel, 2013; Yusuf, 2011; Z. J. Zhang et al., 2015; Y. Zhang & Guo, 2013).”
Success in English Medium Instruction in China: significant indicators and implications (2020, background): “This finding is also in line with empirical research in the wider education literature; the more successful participants perceived themselves to be in learning subjects such as Mathematics and Science, the greater the achievement gains in those subjects (see Skaalvik and Skaalvik 2009; Shen and Tam ”