Self-efficacy and its relationship to academic motivation A field study on a sample of students of the Faculty of Education at the University of Damascus

Abstract

The aim of the current research is to identify the level of both self-efficacy and academic motivation, and to identify the relationship between self-efficacy and academic motivation among a sample of students of the College of Education at Damascus University, as well as to know the significance of their differences on both the self-efficacy scale and the academic motivation scale according to the two research variables: (Gender, school year). The researcher relied on the descriptive analytical approach. The sample of the research consisted of (200) male and female students from the Faculty of Education at the University of Damascus, and the researcher applied the Self-Effectiveness Scale prepared by (Al-Youssef, 2016) and the Academic Motivation Scale prepared by (Nehme, 2011), and the research concluded the following results:

1. The presence of an average level of self-efficacy among the members of the research sample of students of the Faculty of Education at the University of Damascus.
2. The presence of an average level of academic motivation among the members of the research sample of students of the Faculty of Education at the University of Damascus.
3. The existence of a correlational relationship with statistical significance between self-efficacy and academic motivation among members of the research sample of students of the Faculty of Education at Damascus University.
4. There are no statistically significant differences between the average scores of the research sample on the self-efficacy scale according to the gender variable.
5. There are no statistically significant differences between the average scores of the research sample on the self-efficacy scale according to the academic year variable.
6. There are no statistically significant differences between the average scores of the research sample on the academic motivation scale according to the gender variable.
7. There are statistically significant differences between the average scores of the research sample on the academic motivation scale according to the academic year variable in favor of fourth-year students.