The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) with Academic Performance
This research was aimed to investigate the relationship between motivational beliefs (self-efficacy, motivation, test anxiety) with middle school students' academic performance in Ardabil province. This research is a correlation study. In this study, 75 students were randomly selected. General...
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| Format: | Article |
| Language: | fas |
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University of Sistan and Baluchestan
2015-03-01
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| Series: | مطالعات روانشناسی تربیتی |
| Subjects: | |
| Online Access: | https://jeps.usb.ac.ir/article_2213_91ccaf9986b275a20d15bda064398356.pdf |
| _version_ | 1797869426872156160 |
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| author | Ezatollah Ghadampour Hassan Ali Viskarami Roghayeh Allaee Kharaem |
| author_facet | Ezatollah Ghadampour Hassan Ali Viskarami Roghayeh Allaee Kharaem |
| author_sort | Ezatollah Ghadampour |
| collection | DOAJ |
| description | This research was aimed to investigate the relationship between motivational beliefs (self-efficacy, motivation, test anxiety) with middle school students' academic performance in Ardabil province. This research is a correlation study. In this study, 75 students were randomly selected. General self-efficacy questionnaire of Scharer and et al., achievement motivation questionnaire (AMQ) of Hermans, and Ahvaz test anxiety inventory were used for data collection. The students' average scores in the previous semester were considered as an index for academic performance. Multivariate regression analysis showed that academic motivation variables (P<0.001), efficacy (P<0.001) and test anxiety (P<0.05) are significant predictors of academic performance. Also, there are significant correlation between self-efficacy, motivation and test anxiety. To qualify, teachers and trainers should provide the right conditions for increasing academic motivation, self-efficacy, and setting test anxiety to more opportunities for students' learning. In addition, empowerment of school counselors for identifying and providing psychological services is essential. Therefore, these results could have important impacts on training and consulting services for students. |
| first_indexed | 2024-04-10T00:12:27Z |
| format | Article |
| id | doaj.art-ace5a4073a644fc9968d4ae8a8843566 |
| institution | Directory Open Access Journal |
| issn | 2228-6683 2783-5235 |
| language | fas |
| last_indexed | 2024-04-10T00:12:27Z |
| publishDate | 2015-03-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | مطالعات روانشناسی تربیتی |
| spelling | doaj.art-ace5a4073a644fc9968d4ae8a88435662023-03-16T08:10:51ZfasUniversity of Sistan and Baluchestanمطالعات روانشناسی تربیتی2228-66832783-52352015-03-01122110512610.22111/jeps.2015.22132213The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) with Academic PerformanceEzatollah Ghadampour0Hassan Ali Viskarami1Roghayeh Allaee Kharaem2عضو هیأت علمی و استادیار روانشناسی دانشگاه لرستانعضو هیأت علمی و استادیار روانشناسی دانشگاه لرستاندانشجوی دکتری روانشناسی تربیتی دانشگاه لرستانThis research was aimed to investigate the relationship between motivational beliefs (self-efficacy, motivation, test anxiety) with middle school students' academic performance in Ardabil province. This research is a correlation study. In this study, 75 students were randomly selected. General self-efficacy questionnaire of Scharer and et al., achievement motivation questionnaire (AMQ) of Hermans, and Ahvaz test anxiety inventory were used for data collection. The students' average scores in the previous semester were considered as an index for academic performance. Multivariate regression analysis showed that academic motivation variables (P<0.001), efficacy (P<0.001) and test anxiety (P<0.05) are significant predictors of academic performance. Also, there are significant correlation between self-efficacy, motivation and test anxiety. To qualify, teachers and trainers should provide the right conditions for increasing academic motivation, self-efficacy, and setting test anxiety to more opportunities for students' learning. In addition, empowerment of school counselors for identifying and providing psychological services is essential. Therefore, these results could have important impacts on training and consulting services for students.https://jeps.usb.ac.ir/article_2213_91ccaf9986b275a20d15bda064398356.pdfmotivational beliefsself-efficacymotivationtest anxietyacademic performance |
| spellingShingle | Ezatollah Ghadampour Hassan Ali Viskarami Roghayeh Allaee Kharaem The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) with Academic Performance مطالعات روانشناسی تربیتی motivational beliefs self-efficacy motivation test anxiety academic performance |
| title | The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) with Academic Performance |
| title_full | The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) with Academic Performance |
| title_fullStr | The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) with Academic Performance |
| title_full_unstemmed | The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) with Academic Performance |
| title_short | The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) with Academic Performance |
| title_sort | relationship between motivational beliefs self efficacy academic motivation test anxiety with academic performance |
| topic | motivational beliefs self-efficacy motivation test anxiety academic performance |
| url | https://jeps.usb.ac.ir/article_2213_91ccaf9986b275a20d15bda064398356.pdf |
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