Investigating Self-Efficacy, Motivation, and Engagement on Academics

This essay examines the significant influence of self-efficacy, motivation, and engagement on student academic success. It begins by defining academic success and outlining the internal and external factors that affect it. The essay then delves into self-efficacy, exploring how mastery experiences and verbal persuasion shape students' beliefs in their abilities. It further investigates the role of motivation, differentiating between intrinsic, extrinsic, mastery, and performance goals and their impact on student achievement. Finally, the essay discusses the multifaceted concept of student engagement, detailing cognitive, emotional, and behavioral aspects. The conclusion emphasizes the positive correlation between these elements and highlights their combined effect on fostering effective learning and academic success.

Running head: THE INFLUENCE OF SELF- EFFICACY, MOTIVATION AND
ENGAGEMENT ON STUDENTS ACADEMIC SUCCESS
THE INFLUENCE OF SELF- EFFICACY, MOTIVATION AND ENGAGEMENT ON
STUDENTS ACADEMIC SUCCESS
Name of the Student
Name of the University
Author’s Note

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THE INFLUENCE OF SELF-EFFICACY, MOTIVATION AND ENGAGEMENT ON
STUDENTS ACADEMIC SUCCESS
Table of Contents
Introduction......................................................................................................................................2
The influence of self-efficacy, motivation and engagement on student’s academic success..........2
Self-efficacy influencing student’s academic success.....................................................................2
Mastery Experiences....................................................................................................................3
Verbal Persuasion........................................................................................................................3
Motivation influencing academic success of the students...............................................................4
Intrinsic, extrinsic, mastery goals and performance goals...........................................................5
Engagement influencing academic success of the students.............................................................5
Cognitive, Emotional , Behavioral engagement..........................................................................6
Conclusion.......................................................................................................................................7
References........................................................................................................................................8

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Introduction
The present study provides an overview on the influence of self- efficacy, motivation and
engagement on the academic success of students. Academic success is described as the
individual’s constant development whilst concurrently striving to achieve educational target.
Academic success directly influences the development of students (Busse & Walter, 2013).
There are several internal as well as external factors that influence various levels of academic
performance of the students. Internal factors are those which are mainly attributable to
characteristics of students such as – learning’s, expectations, feelings etc. On the other hand,
external factors are those which impact student’s academic abilities through different
circumstances including- social issues, extracurricular activities and environment of educational
institutions. Three of the most vital elements that influence the academic performance of students
are self-efficacy, motivation and students engagement. This research also aims to investigate the
relationship among these variables in accordance with student’s academic success.
The influence of self-efficacy, motivation and engagement on student’s academic success
Self-efficacy influencing student’s academic success
Self efficacy is mainly defined as the self- evaluation of individual’s competence to
effectively execute certain set of action that is required for reaching desired results. Self efficacy
expectations are generally proposed for influencing initiating behavior of students and the
persistence level applied to task in difficulties phase and setbacks. Shkullaku, (2013) opines that
there is a huge difference in a way students feel and act mainly between those having low- self
efficacy and high –self efficacy. It has been described by Yusuf, (2011) that, self efficacy is a

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motivational orientation which arouse grit during difficulties, motivates long term view and
fosters self – regulation whenever required. Yusuf, (2011) found out perceived self efficacy
enhances academic success in both indirect and direct way by influencing the goals of
individuals. Moreover, self- efficacy along with a specific target impacts the academic
performance of students. A student with higher degree of self-efficacy usually assign high target
to themselves and exercise huge effort for accomplishing the academic goals. According to
Social cognitive theory, it is one of the major variables which influence academic performance
and success. The students with higher self-efficacy level have the ability to cope with the
challenging situation and perform activities in effective way.
Mastery Experiences
Yusuf, (2011) cites that mastery experience is the interpreted outcome of student’s
previous performance. Students usually engages in different task as well as activities, interpret
outcomes of their own actions and also apply these interpretations for developing beliefs about
their ability to involve in these tasks. Students interpreting their previous experience might have
dramatic effect on self- efficacy. However, if they belief that their academic success is the
outcome of their developed skills and hard work, they becomes more confident about their future
success. Inactive mastery experiences are mainly authentic successes to deal with specific
circumstances. These experiences are highly influential source to create sense of self-efficacy as
they gives students proper evidence about their ability to succeed in a task.
Verbal Persuasion
It is another source that facilitates students to develop self- efficacy beliefs. Influential
communication is effective when the individuals who provide data are usually viewed by

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students as authentic and realistic. Although positive feedback heightens self-efficacy, verbal
persuasion aids to create strong self-efficacy sense.
Figure 1: Framework of self- efficacy
Source: (Shkullaku, 2012)
Motivation influencing academic success of the students
Motivation is another vital element that plays huge role in academic success of the
students. It involves both internal as well as external factors which enhances desire of students
for focusing more on studies and making effort to achieve the target. It has been opined by Busse
& Walter (2013) that, the students having optimum motivation mainly have edge since they have
responsive strategies, which includes- target setting, self- monitoring and intrinsic interest. In
addition to this, motivational belief is vital to student’s academic success as it facilitates to
determine that extent to which students will put their effort for achieving the target. This element
also leads the student’s attitude basically towards the learning procedure. Recent evidences
reflect that motivation aids to determine whether the students will be successful in future.
Furthermore, this element helps to direct as well as inspire student’s ability such that they

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become able to absorb knowledge which will be helpful for future use. From the cognitive
psychological viewpoint, researcher’s points out that motivation refers to the process where
target directed activity is maintained as well as instigated. There are various kinds of motivation
that affects the academic performance of students, such as – intrinsic, extrinsic, mastery goals
and performance goals.
Intrinsic, extrinsic, mastery goals and performance goals
As per Busse & Walter (2013), intrinsic motivation basically yields internal satisfaction
and individuals growth. This kind of motivation arises without prediction of rewards and also
provides experience which is achieved as outcome of this. Some researchers have found out that
intrinsic motivation helps the students to achieve higher academic success. Extrinsic motivation
relates to students who are basically motivated by the external stimuli for obtaining reward or
avoid difficult impact. Niehaus, Rudasil., & Adelson, (2012) found out that the students who are
being extrinsically motivated are less satisfied with results rather than those who are motivated
intrinsically. Extrinsic motivation also has adverse impact on individual’s ability to affiliate with
various kinds of people and relate socially with others. Mastery goals helps the students to
develop new knowledge as well as skills. Few experimental studies have found out that students
with mastery goals are more willing to take challenging task and provide huge effort in learning
procedure. On the contrary, performance goals are usually concerned with the focus of students
in obtaining better target or avoid failure. As per Niehaus, Rudasill & Adelson, (2012),
performance goals correlates less on strategies and deep learning.

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Engagement influencing academic success of the students
Student’s engagement is another multidimensional concept that refers to the condition
where the individual is motivated for developing meaning for their experience and also
willingness to make effort in attaining target. High student engagement level also involves
combination of effort and motivation in the learning environment. Christenson, Reschly & Wylie
(2012) opines that students engagement indicates the time spent by the students in their
educational activities for contributing to desired results and as quality of efforts. Student’s
engagement leads to better quality in the learning outcomes. Students active engagement
enhances school awareness whilst motivating students for putting forth effort as well as energy
into learning. It has been noted by Guthrie, Wigfield & Klauda (2012) that, engagement also
permit the students to make investment in future learning processes. Few evidences supports that
this student engagement definitely leads to positive results and also fosters resilience within
students. Engagement also mediate the impact of socioeconomic ethnicity, status and other
determinants that might impact various levels of students academic success. Moreover, the
students also apt to underperform when individual priorities as well as expectation do not
coincide with engagement level of students (Saeed &Zyngier, 2012). There are three main
aspect of students engagement , such as- cognitive, emotional , behavioral.
Cognitive, Emotional, Behavioral engagement
Behavioral engagement is mainly defined as one of the efforts that students makes for
using study skills involving environment management, metacognitrive strategies etc. It is the
vital predictor of the academic success. Emotional engagement also termed as effective
engagement is defined as the ability of students to maintain awareness about the individual’s
ability regarding academics (Christenson, Reschly & Wylie, 2012) Cognitive engagement mainly

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requires huge effort that is channeled towards setting target and makes investment in learning. It
usually relates to desire of individuals for committing as well as succeeding relating to personal
obligations.
Figure 2: Engagement influencing academic success\
Source: (Guthrie, Wigfield & Klauda, 2012)
Conclusion
From the above discussion, it can be concluded that all the above mentioned factors such
as self- efficacy, motivation and engagement positively affects the student academic
performance. It also helps the students to attain effective learning and success in academics.
This study has pointed out that students with high levels of self- efficacy, engagement and
motivation helps them to obtain good quality learning results. Recent facts also show that
students now days adopts these skill for improving their performance in academic field.

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THE INFLUENCE OF SELF-EFFICACY, MOTIVATION AND ENGAGEMENT ON
STUDENTS ACADEMIC SUCCESS
References
Busse, V., & Walter, C. (2013). Foreign Language Learning Motivation in Higher Education: A
Longitudinal Study of Motivational Changes and Their Causes. Modern Language
Journal, 97(2), 435–456. doi:10.1111/j.1540-4781.2013.12004.x
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student
engagement. Springer Science & Business Media.
Guthrie, J. T., Wigfield, A., & Klauda, S. L. (2012). Adolescents’ engagement in academic
literacy. Adolescents’ engagement in academic literacy. Sharjah: UAE: Bentham Science
Publishers.
Niehaus, K., Rudasill, K. M., & Adelson, J. L. (2012). Self-efficacy, intrinsic motivation, and
academic outcomes among Latino middle school students participating in an after-school
program. Hispanic Journal of Behavioral Sciences, 34(1), 118-136.
qualitative case study. Journal of Education and Learning, 1(2), 252 – 267
Saeed, S. &Zyngier, D. (2012). How motivation ınfluences student engagement: A
Shkullaku, R. U. D. I. N. A. (2013). The relationship between self-efficacy and academic
performance in the context of gender among Albanian students. European Academic
Research, 1(4), 467-478.
Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated
learning strategies on students’ academic achievement. Procedia-Social and Behavioral
Sciences, 15, 2623-2626.