The Relations Among University Students’ Academic Self-efficacy, Academic Motivation, and Self-control and Self-management Levels

Abstract

Self-control and self-management, academic motivation and academic self-efficacy are among several variables that affect academic achievement. Although they are widely studied in literature, there is lack of study that deals with them together in one study. This study investigates the relations between self-control and self-management, academic motivation and academic self-efficacy levels of university students. A group of 588 students at a state university in Turkey participated in the study. The data were collected through ‘Academic Motivation Scale’, ‘Academic Self-Efficacy Scale’, ‘Self-Control and Self-Management Scale’ and a Personal Profile Form that was prepared by the researcher. In line with the purpose of the research, a structural equation model regarding the predictive power of Academic Self-Efficacy level on Academic Motivation and Self-Control and Self-Management levels, and the predictive power of Academic Motivation level on Self-Control and Self-Management level was set. According to the results of the research, it is clear that academic self-efficacy is a significant predictor of both academic motivation and self-control and self-management of university students but academic motivation does not predict self-control and self-management. The research results were discussed within the literature and several recommendations were made in accordance with them.

Determinants of Motivation for Individual Instrument Class of University Students Studying Music Teaching

“…This finding is in compliance with many studies in literature (e.g. Schunk, 1991;Bandura, 1993Bandura, , 1997Zimmerman & Kitsantas, 1999;Schunk & Pajares, 2002;Hsieh et al, 2007;Alivernini & Lucidi, 2011;McGeown et al, 2014;Hwang et al, 2015;Eroğlu et al, 2017;Şeker, 2017;Arık, 2019).…”

“…Self-efficacy affects the quality of life and influences quality and quantity how individuals motivate themselves (Bandura, 2012, p. 13). A positive self-efficacy with a high motivation leads to cope with challenging tasks and raises awareness to show great effort to succeed (Schunk, 1991;Bandura, 1993Bandura, , 1997Schunk & Pajares, 2002;Hsieh, Sullivan & Guerra, 2007;Alivernini & Lucidi, 2011;McGeown et al, 2014;Hwang, Choi, Lee, Culver, & Hutchison, 2015;Arık, 2019). Bandura (1997) contends that self-efficacy plays a larger role in motivation.…”

College students' grit, autonomous learning, and well‐being: Self‐control as a mediator

“…Drawing from self‐control theory, it is expected that self‐control may mediate the relationship between grit and autonomous learning (Rosenbaum, 1989). Self‐control theory explains that the degree of self‐control can dictate students' academic self‐discipline and learning motivation (Arik, 2019). Students with high self‐control should exhibit high levels of grit, and this in turn, may lead to higher levels of autonomous learning.…”

The Relationship between Home Environment and Self-Management towards Academic Performance of Private Institution Students in Kuala Lumpur

“…Studies also found that the approach to self-management has implications for improving independent task performance in all students. (Bahri, Mirnasab, Noorazar, Fathi & Asadi, 2016: Arik, 2019…”