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1 Role of Academic Motivation in Academic Achievement among Graduate

2 Students: Moderating Role of Self-Efficacy
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13 Researcher Supervisor
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15 Imran Said Sabir Zaman
16 Assistant Professor
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22 Department of

23 Psychology Faculty

24 of Social Sciences

25 International Islamic University Islamabad

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32 Chapter 1

33 INTRODUCTION

34 Motivation is play an important role in our daily life activities particular, in the students learning

35 process. The success of students depends upon motivation. Through motivation the students may

36 have ability to gain and achieved their goals successfully. Moreover, it creates energy and

37 increase student efforts in the learning and as well as in daily life activities. Furthermore, it is

38 also important that motivation not only effects on goals and learning process, but goals may also

39 impact on motivation, if there is higher goal, there is a stronger motivation to achieved the goal.

40 In addition, those students who have stronger motivation will be energetic in the study process,

41 and surely they will get better result as compared to other student without motivation.

42 The characteristics and qualities that force us to do or not do something are motivation

43 for short. Internal and external stimuli were identified as two different types of stimuli. Internal

44 stimuli are defined as stimuli elicited by interest, pleasure, or personal pleasure. It creates and

45 maintains these activities by creating unconventional creations. Pleasures that come with

46 efficient volitional action. Extrinsic motivation refers to the external environment and

47 reinforcement, but intrinsic motivation is manifested in actions people typically perform things

48 for external benefit, such as play, exploration, and challenge seeking. In today's society, this

49 form of motivation is very common. Typically, such motivation is a collection of closely related

50 beliefs, values, laws, and conventions. Some of these approaches concentrate on cognitive

51 behavior, while others address non-cognitive behavior such as beliefs, perceptions, and attitudes.

52 (Brown, 2000)

53 According to Paul, every language learner has a different learning style, and there is no

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54 one presentation technique that works for every student.(Kalsoom Bashir, 2017) Innovative

55 teaching approaches and assessments appear to assist students in many countries with varied

56 learning styles. Some research have shown a link between academic success and conflicting

57 learning styles(Damary, Markova, & Pryadilina, 2017). while others have found that academic

58 performance aids in the integration and assimilation of learning styles(Fathers, Dio, &

59 Latinarum) found that learner attraction and bias work best in concept mapping. A review of

60 previous studies suggests that researchers should be cautious when assessing performance

61 against outcome criteria, as each learning style leads to different activities. As a result, a variety

62 of themes were employed to evaluate the students' overall performance. The study used ninth-

63 grade test scores in five elementary school disciplines to determine academic success: English,

64 arithmetic, science, history, and geography. Many countries, notably the United States (for

65 example and Spain, have investigated scientific disciplines (eg,).(Moghtader & Aziz, 2019)

66 Philippines (e.g.,(Nyiri, 2017) Hong Kong (e.g., (Satya, Sulawesty, & Widiyanto, 2020) and the

67 Chinese mainland (e.g.,(Zhang & Sternberg, 2012) South Korea ((Motzer et al., 2012) ), and

68 Norway (eg,(Amelino-Camelia, 2002). However, there is a scarcity of studies on learning styles

69 and academic performance in Iran. Educational psychologists, as previously said, must

70 comprehend how different learning styles influence students' academic achievement. different

71 countries in order to design effective learning and academic performance interventions. The

72 definition of internal stimuli stems from this stimuli. Social and educational psychologists have

73 been studying internal stimulation since the early 1970s.

74 Different external pathways (parent or guardian involvement) and internal pathways

75 (homework participation) can be used to explain the difference between past success and

76 participation in homework (different levels of knowledge, future success expectations, abilities,

77 motivations, etc.) Relationship. Past successful students may experience and prevent internal
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78 variables that past successful students almost overcome & Students form unfavorable

79 expectations Compatibility (Pierre, 2020). When new learning conditions are encountered, these

80 new learning become emotionally dynamic settings that may be partial (Kim & Klassen, 2018)

81 or broader . (Schiffer, 2016).In subsequent observations, children who won unexpected prizes

82 and who did not receive any external prizes were expected to receive (and received) the prizes

83 because they painted with ribbons and gold stars. Homework is regularly provided to students as

84 an educational method to improve their academic performance and learning(Lek et al., 2016);

85 (Sheikhi & Shahmorady, 2016)Although the amount and direction of this link are closed, there

86 appears to be a positive relationship between homework and academic performance (Strong,

87 2015)Age of students, time spent, and time management are all variables to consider, athletic

88 awareness or academic engagement, as well as parents monitoring of work given by teachers.

89 In turn, current academic performance correlates with student engagement with future

90 assignments. Additionally, (Valle Arias et al., 2015)related to reactions from a large number of

91 9-year-old students, who found that past progress significantly encouraged students to do

92 homework (i.e., perceptions of inner motive and usefulness), and they were associated with

93 homework. Participants up to 16 (job time, job time management, job rate). This study examined

94 the effect of internal stimuli as mediators or moderators on prior success on students' busy in

95 work at home(time spent doing homework, management, and homework work rate). While there

96 is a lot of news about student engagement, that's not the case with homework. The findings of

97 this study may help to better understand how past success affects student engagement with future

98 assignments. Student engagement with homework is determined by motivational variables. That

99 is, students' homework motivation has a significant impact on their level of engagement (eg, time

100 spent, time improvement, and homework rate) and their educational performance (Liu et al.,

101 2013)
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102 Motivation, on the other hand, has a bidirectional link with academic accomplishment,

103 with the latter serving as the major pillar of educational stimulus components such as self-concept

104 and self-efficacy (Schöber, Schütte, Köller, McElvany, & Gebauer, 2018)According to this

105 hypothesis, kids' learning failures are caused by a lack of motivation other than skills, which leads

106 to belief-deficient growth, which leads to low development expectations, which leads to low

107 homework participation and inadequate schooling. Performance, As a result, previous research

108 has revealed that students' previous progress is a significant element in determining their

109 homework involvement ((Jayaseelan, Cole, & Courtney, 2021)

110 (Yang, Fu, Sidiropoulos, & Hong, 2017)found success of students was highly interested

111 to do work of study than less successful students. As a result, students who had previously

112 completed tasks such as homework were more confident than less successful students in their

113 ability to successfully complete assignments in the future. Students' learning aspirations and

114 efforts, as well as their engagement, are influenced by their beliefs about their ability to achieve

115 set goals.(Allen, Desir, & Shenk, 2021) In addition, academic performance is positively

116 associated with other stimulus variables, such as rushing to do homework and learning about its

117 usefulness. (O'Sullivan & McGonigle, 2010) Expectation Theoretical We see movement as a

118 pre-existing learning element that encourages engagement and self-organized learning as part of

119 the engagement process, as demonstrated by (O'Sullivan & McGonigle, 2010) This devotion is

120 "the acme of student motivation," according to (O'Sullivan & McGonigle, 2010) Many scholars,

121 including. think that commitment is a mediator between emotion and success, however (Heaton

122 et al., 2019)claims that motivation leads to success through commitment. For some authors,

123 inspiration anticipates conflict. Previous studies have also shown various stimuli for predicting

124 commitment. (Pajor, 2018)

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125 According to Rayan investigation, students’ work motivation has a strong impact on their

126 engagement.(Schneider, 2018)According to statistics, many children rely on external stimuli to

127 do homework, such as getting good grades, satisfying others, or avoiding punishment.(Kuo,

128 Walker, Schroder, & Belland, 2014)On the other hand, these type Low levels of motivation are

129 linked to poorer levels of engagement, learning, and achievement. Success, achievement, happy

130 sentiments, interest, and engagement are all indicators.(Mortensen et al., 2021) As a result,

131 motivation is seen as a critical aspect in students' participation in the homework process

132 particularly home. Homework should be adapted to the requirements and skills of the student.

133 Otherwise, rather than aiding your child's development, schoolwork might gradually destroy

134 their desires and interests. Past accomplishments and everything associated with them

135 (knowledge, perceived qualifications, expectations, and so on) were considered potential factors

136 for incorporating student assignments into current research (time spent completing assignments,

137 .depending on time management and the number of homework assignments). We also learn more

138 Academic achievements.

139 Encouragement is defined as "the process of motivating others to achieve higher levels of

140 performance and overcome barriers to change". Activity concentration in institutional settings

141 such as school, college, or university academic achievement also points to intellectual

142 achievement. And academic subjects are taught in schools, colleges and universities. In addition,

143 the education of students is very important. If they are strong, they can better deal with life and

144 career issues. It is based on the attributes of high school children.

145 Initially, academic achievement was considered the most important outcome of the

146 formal educational experience, and while the importance of this achievement in students and

147 later in life is undeniable, it is now not the most important outcome. Stay.(Cover,

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148 1975)Individual differences have a significant impact on students' academic performance. Many

149 efforts find low educational performance, and some factors find explain educational

150 performance. Demographic status. (Mousavirad, Zabihzadeh, Oliva, Perez-Cisneros, & Schaefer,

151 2021) was one of the many variables studied. Students According to Sternberg and styles have

152 come socialized at least to some extent, meaning they can change to some extent. (Lamichhane,

153 Thakuri, Rafsanjani Nejad, & Tavana, 2021)Therefore, educational psychologists educators and

154 simply put, self-efficacy refers to a person's ability to control their thoughts, feelings, and

155 actions. In other words, people's behavior is strongly influenced by how they feel about their

156 skills and the results of their efforts. So it's no surprise that many studies have shown that self-

157 efficacy affects academic achievement, learning, and motivation to succeed.

158 According to.(Bandura, 1986)Bandura's Social Science Theory (SCT) discusses

159 confidence value as "belief in the ability to organize and execute actions to achieve desired goals

160 and outcomes". Very important factors disturb educational success is academic achievement

161 although the researchers found that the way students learn has a significant effect and no country

162 will stop discovering and developing its own unique learning methods to meet the needs of the

163 surrounding environment (Yamazaki, 2005)

164 Rationale of the Study 

165 In the learning process, motivation is crucial to a student's performance. Students who

166 lack motivation will have less energy to engage in learning activities at school and at home. It

167 suggests that students who are less motivated will not achieve as well as those who are

168 motivated. Later on, it would become a problem that will obstruct and obstruct future career

169 opportunities. The current study will attempt to investigate the influence of various motivational

170 components in achievement processes, such as intrinsic and extrinsic motivation. Second, the

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171 research will be useful in determining the function of self-efficacy in academic motivation and

172 achievement. The findings may assist students in focusing on their interests and abilities prior to

173 attending a department or university.

174 These skills and interests may be beneficial in increasing their motivation. As a result,

175 they will attain more academic success. Furthermore, not only is the study beneficial to students,

176 but it is also necessary for teachers and lecturers to understand what motivational elements

177 (intrinsic or extrinsic) are valuable for the educational process of students. The study may also be

178 beneficial to parents and guardians who become aware of the importance of motivation in their

179 children's daily lives. The current research lays the foundation for existing literature. It also

180 assists policymakers in a variety of educational institutions.

181 Objectives

182 1. To examine the relationship between academic motivation in academic success

183 2. To explore the moderating role of self-efficacy on academic motivation and

184 achievement among students.

185 3. To investigate the effects of demographic variables like gender, age and

186 socioeconomic status, among students with strong motivation and higher level of self-

187 efficacy and students with weak motivation and lower level of self-efficacy.

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189 Hypotheses

190 1. Intrinsic motivation would be stronger relationship with academic achievement as

191 compared to extrinsic motivation.

192 2. Self-efficacy would be moderating role on academic motivation an academic

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193 achievement.

194 3. There will be demographic difference on academic motivation and academic

195 achievement.

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199 Conception formwork
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Self- efficacy

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Academic motivation Academic achievement

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221 Literature review

222 This chapter is covering all the recent studies for this investigation, that consist

223 Motivation which play an important role in our daily life activities particular, in the

224 students learning process. The success of students depends upon motivation. Through

225 motivation the students may have ability to gain and achieved their goals successfully.

226 Moreover, it creates energy and increase student efforts in the learning and as well as in

227 daily life activities. Furthermore, it is also important that motivation not only effects on

228 goals and learning process, but goals may also impact on motivation, if there is higher

229 goal, there is a stronger motivation to achieved the goal. In addition, those students who

230 have stronger motivation will be energetic in the study process, and surely they will get

231 better result as compared to other student without motivation.

232 Motivation refer as the characteristics and quality that compel us of doing or not

233 to doing something’s. The motivation has been categorized into two broad categories, i.e

234 intrinsic or extrinsic motivation. Low levels of motivation are linked to poorer levels of

235 engagement, learning, and achievement. (Monteil, Walrand, Vannier-Nitenberg, Van

236 Oost, & Bonnefoy, 2020)Success, achievement, happy sentiments, interest, and

237 engagement are all indicators. (Hart, Patel-Nguyen, Merkley, & Jonas, 2019)As a result,

238 motivation is seen as a critical aspect in students' participation in the homework process,

239 particularly homework.(Jackson, 2004)

240 The characteristics and qualities that force us to do or not do something are

241 Motivation for short. Internal and external stimuli have been identified as two different

242 types of stimuli. Internal stimuli are defined as stimuli elicited by interest, pleasure, or

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243 personal pleasure. It enhances and sustains the activities that come with effective

244 volunteerism by creating unparalleled joy. External stimuli refer to the external

245 environment and reinforcement, but internal stimuli are in B. Generally, this motivation

246 is closely related to a set of related beliefs, values, rules, and routines. Some of these

247 perspectives focus on serious behavior, while others focus on non-scientific behavior

248 such as beliefs, thoughts, and attitudes.(Brown, 2000)Individual differences have a

249 significant impact on students' academic performance. Many efforts have been made to

250 address low academic performance, and some factors have been identified that explain

251 academic performance. Demographic status.(Gómez-Bueno & Martín-Criado, 2020)

252 intelligence behavioral characteristic and psychological factors such as behavior in

253 addition to their differences, influence. (Huh et al., 2017)Performance, these results are

254 based on studies conducted in other countries and vary from country to country. No

255 country will stop discovering and developing its own unique learning methods to meet

256 the needs of the surrounding environment. (Huh et al., 2017)For example, points out that

257 African-American learning styles may conflict with teaching methods used in most

258 institutions. Therefore, it is important to look at these elements from an Iranian

259 perspective. Additionally, students with consistent learning styles and teaching/learning

260 styles tend to be more active on the subject after the course. In other words, because

261 everyone learns differently, the benefits of educational media increase “especially for

262 disabled and middle-aged people” (Mastuti et al., 2020)

263 It is important to understand how students learn and how they affect their

264 academic performance, as this is the first step in ensuring student success. One of the

265 theoretical perspectives used to test learning styles is the club model. This model has

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266 been widely used in the field of educational psychology. The Coulomb Learning Style

267 Inventory (LSI) is the most popular test used to determine learning styles (Moghtader &

268 Aziz, 2019)According to the club, experience and learning can help generate ideas. After

269 digesting and sorting out, the concept can be transformed into knowledge of this point of

270 view. Each of the four basic learning abilities: Consolidated Experience (CE), Abstract

271 Concept (AC), Reflective Observation (RO), and Functional Experience (AE) are

272 essential in the club model.(Taghilou, 2018)Learning styles include four different

273 learning abilities: CE, AC, RO, and AE (Kolb & Kolb, 2005)According to Kolb, there are

274 four basic learning styles. Different learning styles focus on CE and RO study skills. On

275 the other hand, contradictory learning methods focus on AC and AE abilities. The

276 assimilation learning approach focuses on AC and RO competencies. Finally, a consistent

277 learning approach focuses on CE and AE skills. Learning contrasting and engaging

278 learning (Zehr, 2016)while other contrasting and engaging learning styles show academic

279 performance (O'Dowd, Thalheimer, Udall, Collins, & St, 1941)Newland and (Yue et al.,

280 2013)find that learner attraction and bias have the greatest benefits in concept mapping.

281 A review of previous studies suggests that researchers should be cautious when

282 assessing performance against outcome criteria, as each learning style leads to different

283 activities. Therefore, different topics were used to assess the overall performance of the

284 students. Academic Success In this study, academic styles were examined using ninth

285 grade high school test scores in five subjects, including the United States Spain

286 (Nicolson, 2019; Roads, 2020) Legion. Kong (Fan & He, 2012)Mainland China (Kena et

287 al., 2014)South Korea (Cheng & Chou, 2015)Norway (Amelino-Camelia, 2002)As

288 mentioned earlier, educational psychologists need to understand how different learning

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289 styles affect the academic performance of students in different countries in order to

290 design effective learning and interventions for academic performance. Learning and

291 performance orientation are two important components of goal orientation. The direction

292 of individual learning and task performance has been studied in the literature (Yeager et

293 al., 2019)

294 Learning-oriented people have a strong motivation to improve their knowledge

295 and skills by learning new methods and things, while function-based people are able to

296 demonstrate their abilities to others by performing well. Want (Berry et al.,

297 2013)Learning objectives and practical objectives are inseparable. Both dimensions refer

298 to success, self-confidence, and improving one's performance. Increasing both of these

299 trends can improve self-esteem and performance (Battaglia et al., 2018)According to one

300 study, students with high learning tendencies demonstrate self-efficacy competencies in

301 this high performance performances by demonstrating and demonstrating their abilities in

302 the classroom and in front of their teachers (Berger & Archer, 2018)Performance-

303 oriented, employees care more about their own performance. They believe that good

304 deeds will pay off (Battaglia et al., 2018)People who realize positive goals go bankrupt.

305 They have little interest in work and only focus on how the work is done (Liao, Liou,

306 Huang, & Huang, 2013)Performance awareness is not related to developing or acquiring

307 new skills or knowledge (Gong et al., 2019)It focuses on the current competencies of

308 employees (Yeager & Dweck, 2020)The importance of the end result motivates people to

309 improve performance. (Ghafoor, Qureshi, Azeemi, & Hijazi, 2011) Personal localization

310 (Cowden, Meyer-Weitz, & Oppong Asante, 2016)This shows that the idea of achieving

311 an employee's ultimate goal motivates them to do so. According to some studies, the

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312 development and performance of individuals are positively correlated with their

313 performance orientation. (1998) found that high-performing store owners are more

314 concerned with their performance and therefore provide higher performance. Employees

315 are more motivated to improve performance because they fear being controlled by

316 performance-based managers, rather than being perceived as competent and performing

317 well (Alkahtani, 2016) Departmental performance indicators previous research found a

318 link between performance orientation and performance. Based on empirical research,

319 performance orientation can improve employee performance (M. A. Sujan, Huang, &

320 Braithwaite, 2017)Performance seekers are looking for new ideas and ways to improve

321 their job performance (Stawarczyk et al., 2013)Discovering new ideas builds confidence

322 in talent and encourages employees to innovate. This shows that performance awareness

323 and performance are closely related. Previous research has also investigated the negative

324 relationship between performance awareness, self-efficacy, and performance (Bell,

325 Kozlowski, & Blawath, 2012)According to the results, the direction of performance is

326 related to conflicting response systems ((Button, 2016)When individuals fail, their

327 negative response patterns are thought to be isolated from their efforts (Onyia, 2012)

328 Previous studies have shown that students' learning orientation is positively

329 correlated with performance and performance development. (Stolper, 2019)., but

330 performance awareness is negatively correlated with outcomes such as performance, self-

331 efficacy, and innovation (Xu et al., 2021; Zhu et al., 2021) According to researchers,

332 Latino parents find educational qualities in their children (Li et al., 2019)As children's

333 education, they are more stable. Hence the engagement model (Brajša‐Žganec, Merkaš,

334 & Šakić Velić, 2019)Parents are more likely to rely on homeschooling and less on school

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335 activities to help their children get educated in adolescence, including emphasizing

336 school values and educational expectations. Send text messages (Krane & Klevan,

337 2019)According to parent engagement studies, Latino students benefit from parental

338 involvement in these educational activities (Zhou & Zhong, 2018) These benefits have

339 been demonstrated by improved academic performance. (Crees-Morris, 2019) lower

340 dropout rates and behavioral problems.(Zhou & Zhong, 2018) and an overall positive

341 educational experience However, little research has focused on how children's activities

342 are viewed and how they affect young people's academic performance. Educational self-

343 efficacy is one outcome that is particularly important to this relationship. Academic self-

344 efficacy refers to decisions about students' ability to understand and master homework

345 assignments.(Farid & Ashrafzade)Individual differences have a significant impact on

346 students' academic performance. Many efforts have been made to address low academic

347 performance, and some factors have been identified that explain academic performance.

348 Demographic status intelligence

349 behavioral characteristics and psychological factors such as behavior.(Erdogan, Bayram,

350 & Deniz, 2008)Learning style affects their academic performance Sternberg (2017)

351 speculates that style is at least partly.

352 No country will stop finding and developing its own unique learning methods to

353 meet the needs of those around them (Holmboe et al., 2015)For example, (Vos et al.,

354 2015)points out that African-American learning styles may conflict with the teaching

355 methods used by most institutions. Therefore, it is important to look at these elements

356 from an Iranian perspective. In addition, students with learning styles that align with

357 teachers' teaching styles retain material for longer periods of time and use them faster and

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358 more efficiently, while students with learning/teaching styles have more attitudes toward

359 subjects than competition. Indeed (Field, 2013)

360 In other words, since everyone learns differently, adapting educational materials

361 to these changes can make learning easier(CPCM & Noah, 2014). It is important to

362 understand how students learn and how they affect their academic performance, as this is

363 the first step in ensuring student success. One of the theoretical perspectives used to test

364 learning styles is the club model. The Learning Style Club is the Learning Style

365 Inventory (LSI) (Moghtader & Aziz, 2019)This concept can be applied to new

366 experiments after digestion and sorting. Learning as a process uses four key learning

367 competencies

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377 Chapter 2

378 METHOD

379 Research design

380 Descriptive research design and correlational research method was used.

381 Sample:

382 Total of 200 graduate students participated in this study, including 100 male and 100

383 female students. Convenient sampling technique was used for data collection

384 Inclusion criteria: Students whose age ranged between ,22-28 was included in this study,

385 and unmarried male and female students were also included.

386 Exclusion criteria: Age below 22 and above 28 was excluded

387 Instruments

388 In this study two scale was use

389 Demographic Information

390 Age, gender, education, socioeconomic status, parents living or deceased, year of

391 education BS or BA, Institution college or university, coeducation or separate education

392 and family structure (nuclear/joined) are all included in the enrolled undergraduate

393 students.

394 Academic Motivation Scale;

395 A total of 28 items make up the academic motivation scale. This measure evaluates seven

396 different constructs: inner motivation for knowledge, accomplishments, and stimulation,

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397 as well as external, inserted, and defined regulations, and lastly, motivation. It has 28

398 items (4 per subscale) that are rated on a seven-point scale. On a scale of one to seven,

399 the items are rated (corresponds exactly). Subscale scores can range from four to twenty-

400 eight because each subscale has four items. A high subscale score suggests strong support

401 for a specific academic motivation.

402 Self- efficacy Scale;

403 There were 11 items on the self-efficacy scale. There are various statements that people

404 use to define themselves. Determine how much each of these statements applies to you.

405 There are no correct or incorrect replies. Numerous correlation studies have identified

406 positive coefficients with pleasant emotions, dispositional optimism, and work

407 satisfaction, demonstrating the validity. Depression, anxiety, stress, burnout, and health

408 concerns all had negative coefficients. Pre-surgery self-efficacy was found to predict

409 cardiac patients' recovery over a half-year period in trials. Furthermore, pupils' academic

410 performance will be evaluated using their cumulative GPA (CGPAQ)

411 Procedure

412 Consent form will be secured from each student. They are clearly instructed to read the

413 each items of the scale and respond to each items. They will be also ensure about the

414 confidentiality. For data collection all the ethical consideration will be used the cross

415 sectional and correlational survey design were used to conduct the current study.

416 Data analysis

417 SPSS version 21 was used to analyze the data. Using descriptive statistics, the data was

418 viewed, managed, and summarized in an intelligent manner. The result was analyzed

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419 using the Correlation Coefficient and basic linear regression analysis.

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439 Chapter 3

440 RESULTS
441 Table 1.

442 Demographic characteristics of the study sample (N=200).

443 Frequency %

444 Gender 100 50

445 Boys
446 Girls 100 50
447 Education
448 Coeducation 193
449 Separate education 3
450 Economic status
451 Lower class 45
452 Middle class 81
453 Upper class 74
454 Family System
455 Nuclear 107
456 Joint 93
457 Birth Order
458 Fist
459 Second
460 Third
461 Only child
462 Parents
463 Live both 124
464 Deceased both 37
465 One live and one deceased 39
466 System of education
467 BS 181
468 BA 19
469 Institution
470 College 19
471 University 181
472

474 Sample Results of t Tests Table

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475 Table 2

476 Academic Achievement Means for Male and Female

Logistic parameter Male Female t(198) p Cohen’s d

M SD M SD

CGPA 2.4200 .669 2.3400 .808 0.763 0.006 0.302

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509 Sample Results of t Tests Table

510 Table 3

511 Self-efficacy Means for Male and Female

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Logistic parameter Male Female t(198) p Cohen’s d

M SD M SD

SES 32.680 7.008 30.310 5.372 2.684 0.008 0.379

0 0

516 Note, SES

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545 Sample Results of t Tests Table
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546 Table 4

547 Academic motivation Means for Male and Female

Male Female t(198) p Cohen’s d

M SD M SD

AMS 119.020 17.747 105.690 18.519 5.197 0.003 0.735

IMtoknow 16.880 2.128 15.150 2.819 4.898 .002 0.693

IM 16.830 2.040 14.920 2.823 5.483 .000 .692

IM 16.760 1.891 15.140 2.817 4.773 .000 .691

EM 16.550 2.221 15.260 2.904 3.527 .003 .694

EM 17.740 4.819 15.370 2.937 4.185 .347 .695

EM 16.720 2.089 15.360 5.800 2.206 .017 .687

Amation 17.230 9.137 14.450 3.195 2.872 .919 .673

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565 Sample Results of t Tests Table

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566 Table 5

567 Academic Achievement Means for family system

Logistic parameter Joint family Nuclear t(198) p Cohen’s d

M SD M SD

CGPA 2.398 .724 2.364 .757 0.317 0.522 0.430

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601 Sample Results of t Tests Table

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602 Table 5

603 Self-efficacy Means for family system

Logistic parameter Joint family Nuclear t(198) p Cohen’s d

M SD M SD

SES 31.473 6.417 31.514 6.303 0.045 0.737 0.379

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635
636
637 Sample Results of t Tests Table

26
27

638 Table 4

639 Academic motivation Means for family system

Joint family Nuclear t(198) p Cohen’s d

M SD M SD

AMS 113.537 15.819 111.327 21.883 .808 .166 0.116

IMtoknow 16.194 2.592 15.860 2.679 .892 .718 0.000183

IM 16.065 2.466 15.710 2.777 .947 .090 .000183

IM 16.129 2.410 15.794 2.627 .934 .285 .000183

EM 16.108 2.460 15.729 2.820 1.004 .301 .000183

EM 16.871 3.234 16.280 4.832 1.000 .244 .00186

EM 16.688 5.649 15.476 2.826 1.955 .887 .00195

Amation 15.602 3.166 16.046 9.075 0.449 .388 . 00187

640

641
642
643
644
645
646
647
648
649
650
651
652 Sample Results of t Tests Table

27
28

653 Table 5

654 Academic Achievement Means for coeducation and separate education

Logistic parameter Coeducation Separate edu t(198) p Cohen’s d

M SD M SD

CGPA 2.401 .726 1.000 .000 3.334 .001 2.703

655

656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686 Sample Results of t Tests Table
28
29

687 Table 5

688 Self-efficacy Means for coeducation and separate education

Logistic parameter Coeducation Separate edu t(198) p Cohen’s d

M SD M SD

SES 31.654 6.248 21.000 2.646 2.944 .532 2.230

689

690
691
692
693
694
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718 Sample Results of t Tests Table

29
30

719 Table 4

720 Academic motivation Means for coeducation and separate education

Coeducation Separate edu t(198) p Cohen’s d

M SD M SD

AMS 112.939 18.824 74.000 6.557 3.572 .344 2.762

IMtoknow 16.101 2.557 74.000 1.527 3.890 .355 2.739

IM 15.959 2.547 10.333 3.055 3.788 .790 2.327

IM 16.010 2.496 12.000 1.000 2.773 .170 2.345

EM 15.984 2.598 10.667 .577 3.563 .126 2.473

EM 16.659 4.107 9.667 1.528 2.940 .585 2.231

EM 16.137 4.360 9.667 1.528 2.562 .624 2.345

Amation 15.918 6.987 10.667 2.309 1.298 .802 2.341

721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739 Sample Results of t Tests Table
740 Table 5

30
31

741 Academic motivation Means for year of education system \ BS, BA

Logistic parameter BS BA t(198) p Cohen’s d

M SD M SD

CGPA 2.425 .731 1.947 .705 2.720 .061 .666

742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772 Sample Results of t Tests Table
773 Table 5

31
32

774 Self-efficacy Means for year of education system \ BS, BA

Logistic parameter BS BA t(198) p Cohen’s d

M SD M SD

SES 31.751 6.419 29.052 5.038 1.775 .718 0.468

775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805 Sample Results of t Tests Table
806 Table 4

32
33

807 Academic motivation Means for year of education system \ BS, BA

BS BA t(198) p Cohen’s d

M SD M SD

AMS 112.00 19.067 115.737 21.530 -.803 .809 0.184

IMtoknow 16.038 2.638 15.790 2.700 -.391 .670 0.110

IM 15..828 2.852 16.316 3.163 -.765 .488 1.234

IM 15.895 2.540 16.473 2.412 -.949 .993 0.123

EM 15.834 2.634 16.580 2.874 -1.162 .820 .212

EM 16.558 4.256 16.526 3.829 .031 .917 2.235

EM 15.790 2.662 18.211 11.691 -2.511 .000 3.234

Amation 15.873 7.272 15.526 2.796 .206 .642 1.162

808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826 Sample Results of t Tests Table
827 Table 5

828 Academic motivation Means for institution (college, university

33
34

Logistic parameter College University t(198) p Cohen’s d

M SD M SD

CGPA 1.947 .705 2.425 .731 -2.720 .061 0.666

829
830
831
832
833
834
835
836
837
838
839
840
841
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859 Sample Results of t Tests Table
860 Table 5

861 Academic motivation Means for institution ( college, university

34
35

Logistic parameter College University t(198) p Cohen’s d

M SD M SD

SES 29.052 5.038 31.751 6.420 -1.775 .718 .468

862
863
864
865
866
867
868
869
870
871
872
873
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892 Sample Results of t Tests Table
893 Table 4

894 Academic motivation Means for institution (college, University

35
36

College University t(198) p Cohen’s d

M SD M SD

AMS 115.736 21.530 112.00 19.067 .803 .809 0.184

IMtoknow 15.790 2.700 16.038 6.638 -391 .670 0.093

IM 16.316 3.163 15.828 2.582 .765 .488 0.098

IM 16.474 2.412 15.895 2.540 .949 .993 0.345

EM 16.589 2.874 15.834 2.634 1.162 .820 0.267

EM 16.526 3.289 16.558 4.256 -.031 .917 0.057

EM 18.421 11.692 15.790 2.663 2.551 .000 0.045

Amation 15.526 2.796 15.872 7.273 -.206 .642 0.876

895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
911
912
913

914 Table 1

915 Means, Standard Deviations, and One-Way Analyses of Variance in Academic Achievement

36
37

Measure Below 30000 31000-50000 Above 50000 F(2,197) η2

M SD M SD M SD

CGPA 2.267 .780 2.481 .654 2.338 .799 1.413 0.014

***
916 p < .001.

917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
946
947
948 Table 1

37
38

949 Means, Standard Deviations, and One-Way Analyses of Variance in Self-Efficacy

Measure Below 30000 31000-50000 Above 50000 F(1, 294) η2

M SD M SD M SD
SES 30.933 4.984 32.913 7.942 30.284 4.645 3.649 0.036
***
950 p < .001.

951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982 Sample Analysis of Variance (ANOVA) Table.
983 Table 1

38
 39

984 Means, Standard Deviations, and One-Way Analyses of Variance in Academic Motivation

Measure Below 30000 31000-50000 Above 50000 F(2, 197) η2

M SD M SD M SD
AMS 110.022 15.772 116.963 21.522 108.730 17.783 4.07 0.031
IMTOKNOW 15.800 2.752 16.593 2.386 15.514 2.741 3.514
IM 15.889 2.854 16.173 2.453 15.541 2.690 1.114
IM 15.844 2.246 16.420 2.417 15.500 2.741 2.654
EM 15.667 2.374 17.099 5.572 15.487 2.780 2.658
EM 16.400 2.767 16.054 2.847 16.054 2.847 1.259
EM 15.467 2.767 16.370 2.294 16.370 2.894 .608
Amation 14.889 3.399 17.432 10.052 14.676 3.150 .027
***
985 p < .001.

986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
1001
1002
1003
1004
1005
1006 Table 1

1007 Means, Standard Deviations, and One-Way Analyses of Variance in Academic Achievement

Measure Live both Deceased both One lived and F(3,196) η2

39
 40

one deceased

M SD M SD M SD

CGPA 2.395 .752 2.487 .692 2.210 .741 1.173 0.018

***
1008 p < .001.

1009
1010
1011
1012
1013
1014
1015
1016
1017
1018
1019
1020
1021
1022
1023
1024
1025
1026
1027
1028
1029
1030
1031
1032
1033
1034
1035
1036
1037 Table 1

1038 Means, Standard Deviations, and One-Way Analyses of Variance in Self-Efficacy

Measure Live both Deceased both One lived and F(3, 296) η2

40
 41

one deceased

M SD M SD M SD
SES 31.581 6.066 32.757 8.368 29.894 .746 1.413 0.021
***
1039 p < .001.

1040
1041
1042
1043
1044
1045
1046
1047
1048
1049
1050
1051
1052
1053
1054
1055
1056
1057
1058
1059
1060
1061
1062
1063
1064
1065
1066
1067
1068
1069 Sample Analysis of Variance (ANOVA) Table.
1070 Table 1

1071 Means, Standard Deviations, and One-Way Analyses of Variance in Academic Motivation

Measure Live both Deceased both One lived and one F(2, 197) η2

41
 42

deceased

M SD M SD M SD
AMS 111.766 16.958 114.784
IMTOKNOW 16.008 2.618 16.216
IM 15.879 2.545 16.865
IM 15.830 2.491 16.595
EM 15.991 2.664
EM 16.565 3.247
EM 15.855 2.784
Amation 15.307 3.137
***
1072 p < .001.

1073
1074
1075
1076
1077
1078
1079
1080
1081
1082
1083
1084
1085
1086
1087
1088
1089
1090
1091
1092
1093
1094
1095
1096
1097

42
 43

1098
1099
1100
1101
1102
1103
1104
1105
1106
1107
1108
1109
1110
1111
1112
1113
1114 Chapter 4
1115 DISCUSSION
1116

1117 The results of the research variables are discussed in this chapter. Academic motivation,

1118 self-efficacy, and academic accomplishment in graduate students are investigated in this study,

1119 and as indicated table 2 academic success is predicted by academic motivation, self-efficacy, and

1120 academic achievement more in female by gender differences this investigation shows

1121 significance difference among boys and girls students the * = p < .05, *** = p < .001. Standard

1122 Deviations appear in parentheses below means. T-Test show significance difference between

1123 boys and girls on academic motivation and academic achievement. Result of girls shows more

1124 academic motivation and achievement as compare to boys. The studies on the effect on academic

1125 motivation in the literature analyzed academic motivation in terms of such different variables as

1126 gender, socio-economic status, and educational background. Studies that analyses the effect

1127 levels of gender on academic motivation by various variables are also found in the literature

1128 (Turhan, 2020)In this study, studies on the effect of gender on academic motivation were made

43
 44

1129 on different fields of study.

1130 A study was found on the effect of gender on academic motivation which is focused on

1131 the students of faculty of education. (Turhan, 2020) A study was also found on the effect of

1132 gender on academic motivation which is focused on the students of faculty of theology (Arslan,

1133 2019)Another study was on the effect of gender on academic motivation which is focused on the

1134 university students in all faculties.(Turhan, 2020)And as indicated in the first hypothesis,

1135 academic success is predicted by academic motivation, self-efficacy, and academic achievement.

1136 Self-efficacy was higher (0.005 0.007) among graduate students (P = 0.007, P = 0.005).

1137 Academic motivation was found to be a significant predictor of graduate academic success in

1138 this study. This study's conclusions are consistent with those of several earlier research(Barrett,

1139 2016).

1140 Encouragement is an important element in our daily lives, especially in the learning

1141 process of students. Students' progress depends on their motivation. If students are motivated,

1142 they can successfully achieve their goals. In addition, it generates energy and encourages

1143 students to study harder in the classroom and in their personal lives. Also, it is important to note

1144 that motivation can affect goals and the learning process, but goals can also affect motivation.

1145 For example, if the goals are higher, they will definitely be more motivated to achieve higher

1146 grades than unmotivated students. The attributes and qualities that force us to do or not do

1147 something are called stimuli. Internal and external stimuli have been identified as two different

1148 types of stimuli. Internal stimuli are defined as stimuli elicited by interest, pleasure, or personal

1149 pleasure. It enhances and sustains the activities that come with effective volunteerism by creating

1150 unparalleled joy.

1151 External stimuli refer to the external environment and reinforcement, while internal

44
 45

1152 stimuli are People frequently conduct behaviors such as play, exploration, and challenge for

1153 external rewards. These perspectives in today's culture emphasize serious activity, while others

1154 emphasize non-serious behavior, such as beliefs, ideas, and attitudes (Brown, 2000).

1155 As a result, educational psychologists, educators, and researchers must comprehend how

1156 they learn and what role they play in academic performance. Although it has been discovered

1157 that how pupils learn has a substantial impact on their academic achievement, these findings are

1158 based on studies conducted in other nations and vary across country. No country stops looking

1159 for its surroundings (Yamazaki, 2005). For example, Bennett (1993), O'Contrast Nasser, from a

1160 course instructor's perspective, retaining material for longer periods of time allows it to be

1161 compared with students who are inconsistent in their after-school learning/teaching styles. Faster

1162 and more relevant.(Fielder, 2013) In other words, because everyone adds these changes to

1163 educational materials (Meier, 2014)

1164 The Coulomb Learning Style Inventory (LSI) is the most popular test used to determine

1165 learning styles.(Moghtader & Aziz, 2019)According to the club, experience and learning can

1166 help generate ideas. This concept can be applied to new experiments after digestion and sorting.

1167 From this perspective, learning is seen as a process in which experience becomes knowledge.

1168 Each of the four basic learning abilities: Consolidated Experience (CE), Abstract Concept (AC),

1169 Reflective Observation (RO), and Functional Experience (AE) are essential in the club model

1170 (KOPECKO & MACRINA, 1984)Learning styles include four different learning abilities: CE,

1171 AC, RO, and AE (Kolb & Kolb, 2005)According to Kolb, there are four basic learning styles.

1172 Different learning styles focus on CE and RO study skills. On the other hand, both AC and AE

1173 Hu (CE) are considered to be contradictory learning methods.

1174 According to research, individual learners have different learning styles and no one

45
 46

1175 teaching method is suitable for all students (JilardiDamavandi, Mahyuddin, Elias, Daud, &

1176 Shabani, 2011)Modern teaching methods and assessments appear to favor the specific learning

1177 styles of students in different countries. Some studies have shown a positive relationship between

1178 academic performance and conflicting learning styles. (Ten Bensel, Rheinberger, & Radbill,

1179 1997)while others have shown academic performance scores that combine and assimilate

1180 learning styles. (Maisuria & Helmes, 2019)Newland and.(Klasen et al., 2015)found that learner

1181 attraction and bias work best in imaging.

1182 The second hypothesis of this study claims that self-efficacy is a strong predictor of

1183 graduate academic achievement. Academic success in this study was measured across five

1184 primary school subjects in the Ninth High School Examination.(Spear-Swerling & Sternberg,

1185 2018)Spain).(Diedrichsen, King, Hernandez-Castillo, Sereno, & Ivry, 2019) the Philippines).

1186 (Aguillon et al.) Measured, 3rd regiments Kang. (Aguillon et al.)mainland China (Zhang, 2014),

1187 and more recently South Korea (Museus & Park, 2015)Norway.(Auricchio, Truscello, Lauria, &

1188 Meille, 2012)But Iran lacks research on learning styles and academic achievement. Also design

1189 an effective product. Learning and performance orientation are two important components of

1190 goal orientation. The second hypothesis of this study states that self-efficacy is a strong predictor

1191 of graduate academic achievement. Our study also found a significant positive correlation

1192 between these two factors. The relationship between graduate students and academic

1193 performance was expressed numerically (P=0.017; P<0.05).

1194 Learning-oriented people have a strong motivation to improve their knowledge and skills

1195 by learning new methods and things, while function-based people are able to demonstrate their

1196 abilities to others by performing well. Want. (Berry et al., 2013)Learning objectives and practical

1197 objectives are inseparable. These two dimensions focus on success, confidence and performance

46
 47

1198 improvement (2018), and how they do it (Hanley et al., 2019)

1199 Performance awareness is not related to developing or acquiring new skills or knowledge

1200 (Shen, Xu, Gong, He, & Zhao, 2019)It focuses on the current competencies of employees.

1201 (Williams et al., 2020)The importance of the end result motivates people to improve

1202 performance. This shows that the idea of achieving an employee's ultimate goal motivates them

1203 to do so. A supervisor's emphasis on end results motivates employees to achieve end results (A.

1204 K. Kohli, Shervani, & Challagalla, 1998).showed in their study that they provide direction for

1205 performance. Employees are more motivated to improve performance because they care about

1206 performance control rather than being perceived as competent and performing well.

1207 Departmental performance indicators previous research has found a link between

1208 performance awareness and performance. According to empirical research, performance

1209 orientation can improve employee performance. (M. Sujan, Spurgeon, & Cooke, 2015)

1210 Performance-based employees associate their work with management this motivates them to

1211 work harder and thus perform better. Acceptable performance levels increase employees’

1212 confidence in their jobs and abilities. (P. Kohli & Torr, 2005)Performance seekers are looking

1213 for new Ideas and ways to improve their job performance (Crowns et al. 2013). Discovering new

1214 ideas builds confidence and skills. Encouraged.

1215 According to the results, the direction of performance is related to conflicting response

1216 systems when individuals fail, their negative response patterns are thought to be isolated from

1217 their efforts. (Schön, Kloc, & Batlogg, 2001)Performance-focused people tend to be less

1218 interested in work that is too focused and does not guarantee success. A previous study showed

1219 that employee learning awareness was positively associated with performance and performance

1220 development, but in a negative direction (Seaber et al., 1995)Researchers have found that Latino

47
 48

1221 parents, in particular, play a key role in their children's educational achievement by providing

1222 support and emphasizing the value of education.(Cross, Marchand, Medina, Villafuerte, &

1223 Rivas‐Drake, 2019)

1224 This study examines three dimensions of parental engagement that affect adolescents'

1225 educational self-efficacy: (a) Adolescents' perceptions of their parents' educational expectations.

1226 (B) Parents use embarrassing/stressful information to promote adherence to specific scientific

1227 standards. (c) Parent messages to encourage young people to do their homework. Individual

1228 differences have a significant impact on students' academic performance. Many efforts have been

1229 made to address low academic performance, and some factors have been identified that explain

1230 academic performance. Demographic status intelligence.(Ten Doeschate et al., 2017)behavioral

1231 characteristics (Hoss, Rodriguez-Alcazar, & Latz, 2017)

1232 No country will stop finding and developing its own unique learning methods to meet the needs

1233 of those around them (Kamiya et al., 2015)For example,(Eggenberger, Heimerl, & Bennett,

1234 2013)points out that African-American learning styles may conflict with the teaching methods

1235 used by most institutions. As a result, students with consistent learning styles and teachers'

1236 teaching styles retained material longer and used them faster and more effectively, while students

1237 with inconsistent learning/teaching styles had more positive attitudes after the course. Yes(Lohr,

1238 2013). In other words, because everyone learns differently, it is easier to learn to adapt to

1239 adapting a textbook.

1240 Limitations

1241 The collection of data from existing studies began at the beginning of the epidemic, when

1242 it became clear that it was difficult to collect data from participants due to changes in the virus.

1243 The current study involved only rescue specialists, and it was not possible to collect data from

48
 49

1244 large populations to obtain more accurate results. The authors had many problems collecting the

1245 data due to the lack of cooperation between the participants and the government.

1246 Recommendations & Suggestions

1247 It is recommended to repeat this study with a larger sample size. In addition, proper evaluation

1248 and performance of programmers will require the presence of a large number. Psychologists are

1249 advised to work with students and their parents and teacher for their motivation and academic

1250 performance.

1251 It is recommended that student's families be educated about emergencies, their problems in a

1252 crisis, and related issues such as emotional instability, depression and psychological problems.

1253 Families need to know how to help them.

1254 Implications

1255 The study's findings could be linked to and Academic motivation, Self-efficacy, and

1256 Academic achievement. According to my research, consciousness has been established to

1257 increase and provoke, allowing people to better monitor and maintain their Academic

1258 motivation, Self-efficacy, and Academic achievement, as well as better understand how to deal

1259 with their difficulties. According to the findings of a recent research study, more leaning

1260 behaviors are introduced to educational events, as well as a notion to experience them in a social

1261 setting.

1262 In addition, any Academic motivation, Self-efficacy, among students should be subjected

1263 to a psycho-educational strategy. According to various stress-related Academic motivation, Self-

1264 efficacy, and Academic achievement, which have played a part in asserting and providing the

1265 necessary capacity to comprehend their difficulties and learn how to control their emotions and

1266 to help in their educational journey.

49
 50

1267 Conclusion

1268 Academic motivation, self-efficacy, and academic achievement were discovered by

1269 this investigation. The study's findings revealed Academic motivation, self-efficacy, and

1270 academic achievement. The current study discovered a relationship between academic

1271 motivation, self-efficacy, and academic accomplishment, implying that these variables are

1272 intertwined in learning.

1273 The outcomes of the study found that among graduate students, there was a significant

1274 link between academic motivation, self-efficacy, and academic accomplishment. The

1275 perspectives of the current research sample back up the assumptions.

1276 Academic motivation, self-efficacy, and academic accomplishment are all linked,

1277 according to previous research and findings.

1278

1279

1280

1281

1282

1283

1284

1285

1286

1287

1288

1289

1290

50
 51

1291

1292

1293

1294

1295

1296

1297

1298

1299

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