Psychology and Behavioral Sciences

| Peer-Reviewed |

The Relationship Between Self-Efficacy and Achievement Motivation in Adolescents: A Moderated Mediating Model of Self-Identity and Hope

Received: 12 August 2018    Accepted: 29 August 2018    Published: 13 October 2018
Views:       Downloads:

Share This Article

Abstract

Background: Adolescents were the critical period of physical and mental development, in terms of positive psychology, some internal psychological factors may accelerate the development, given the importance of achievement motivation--the essence of development for adolescents in school and span of life, it may be the key variables to change the trace of the growth, combined with other factors, such as self-efficacy, self-identity, many researchers had explored the association each other, but few authors tested the interaction mechanism of them, especially, hope, the core factor of positive psychology, may be the another variable to affect the mentioned relationship. It was urged to find the interaction mechanism. Objective: The study examined the relation of self-efficacy and achievement motivation, more precisely, the current research estimated mediated effect of self-identity and the moderated effect of hope in the relationship between self-efficacy and achievement motivation. Methods: To fulfil the goal, 473 adolescents participated in the investigation by completing multiple scales in China and diverse analysis methods were used to deal the data. Results: The results showed that self-efficacy significantly linked with achievement motivation, and the self-identity partially mediated the relation between self-efficacy and achievement motivation in adolescents, and the hope moderated the mediating paths. Conclusion: From what mention above, the self-identity and hope, the mediating role and moderator, respectively, were the underlying mechanism of the relationship between self-efficacy and achievement motivation. The strengths and weaknesses based on the study were discussed.

DOI 10.11648/j.pbs.20180703.15
Published in Psychology and Behavioral Sciences (Volume 7, Issue 3, June 2018)
Page(s) 69-76
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Self-Efficacy, Self-Identity, Achievement Motivation, Hope, Adolescents, Moderated Mediating Model

References
[1] Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84 (3), 261–271.
[2] Cho, Y., Weinstein, C., & Wicker, F. (2011). Perceived competence and autonomy as moderators of the effects of achievement goal orientations. Educational Psychology: An International Journal of Experimental Educational Psychology, 31 (4), 393–411.
[3] Caprara, g. V., Fida, r., vecchione, M., del Bove, g., vecchio, G. M.,& Barbaranelli, c., et al. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100, 525–534.
[4] Kosheleva, E. Y., Amarnor, A. J., & Chernobilsky, E. (2015). Stress factors among international and domestic students in Russia. Procedia Social and Behavioral Sciences, 200, 460–466.
[5] Misra, R.,& Castillo , l. G. (2004). Academic stress among college students: Comparison of American and international students. International Journal of Stress Management, 11, 132–148.
[6] Ye, R., Hegtvet , k. A. (1989). The relationships of achievement motivation test, anxiety intelligence and performance among high school students. Chinese Journal of Applied psychology, 4 (3), 52-56.
[7] American Psychiatric Association & DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Arlington, VA: American Psychiatricn Association.
[8] Clark, M. H., steven, c. M., & Daniel, n., Lauren K. Z. (2014). Mediating relationships between academic motivation, academic integration and academic performance. Learning and Individual Differences, 33, 30-38.
[9] Feldman, D. B., Rand, K. L., & Kahle-Wrobleski, K. (2009). Hope and goal attainment: Testing a basic prediction of hope theory. Journal of Social and Clinical Psychology, 28, 479-497.
[10] Zhou, m. M., & Kam, c. (2016): Hope and general selfefficacy: Two measures of the same construct?, The Journal of Psychology, 0 (0), 1-17.
[11] Katharine, h. G., aleksandra, c.,& Ruth, v. V., tiina, L., Nyla, R. B. (2016). Feeling Hopeful Inspires Support for Social Change. Political Psychology, 37 (1), 89-107.
[12] Mataroria, p. L., marcus, a. H.,& Hussain, A., et al. (2017). Burnout, quality of life, motivation, and academic achievement among medical students: A person-oriented approach. Perspect Med Educ, 6, 108-114.
[13] Liao, H., Ferdenzi, A. C., & Edlin, M. (2012). Motivation, self-regulated learning efficacy, and academic achievement among international and domestic students at an urban community college: A comparison. Community College Enterprise, 18, 9–38.
[14] Story, P. A., Hart, J. W., Stasson, M. F., & Mahoney, J. M. (2009). Using a two-factor theory of achievement motivation to examine performance-based outcomes and self-regulatory processes. Personality and Individual Differences, 46, 391–395.
[15] McClelland, D. C. (1961). The achieving society. New York, NY: Free Press.
[16] Mehmet, a. K., &Joshua, C. W. (2017). Examining associations among achievementmotivation, locus of control, academic stress, and life satisfaction: A comparison of U.S. and international undergraduate students. Personality and Individual Differences, 111, 106–110.
[17] Li, y., lan, j.,& Ju, c. (2015). Achievement motivation and attributional style as mediators between perfectionism and subjective well-being in Chinese university students. Personality and Individual Differences, 79, 146–151.
[18] Ahmad, I., & Rana, S. (2012). Affectivity, achievement motivation, and academic performance in college students. Pakistan Journal of Psychological Research, 27, 107–120.
[19] Martinez, P. (2001). Improving student retention and achievement: What do we know and what do we need to find out? London: Learning and Skills Development Agency, 1–16 (Retrieved from).
[20] Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37 (2), 122–147.
[21] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191–215.
[22] Liu, l. Q.,& Cheng, l. S. (2017). The mediating effect of self-identity in the relationship between self-efficacy and achievement motivation of university students. China Journal of Health Psychology, 25 (4), 543-546.
[23] Andrew, j. M.,& Katharine, s. (2017). The role of puberty in students' academic motivation and achievement. Learning and Individual Differences, 53, 37–46.
[24] Gannouni, k.,& Ramboarison-Lalao, l. (2016): Leadership and students’ academic success: mediating effects of self-efficacy and self-determination, international Journal of Leadership in Education, 3-14.
[25] Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38 (1), 30–38.
[26] Stajkovic, A. D., &Luthans, f. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124 (2), 240–261.
[27] Cuevas, c., wolff, k. T.,&Baglivio, m. T. (2017). Self-efficacy, aspirations, and residential placement outcomes: Why belief in a prosocial self matters. Journal of Criminal Justice, 52, 1-11.
[28] Schunk, D. H. (1995). Self-efficacy and education and instruction. In Maddux, J. E. (Ed.). Self-efficacy, adaptation, and adjustment: theory, research and application. 281-303. New York, NY: Plenum.
[29] Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement, 10, 1–49. Greenwich, CT: JAI Press
[30] Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543–578.
[31] Khalkhali, v., Aryanpour, h. R. (2013). Comparing the academic self-efficacy in students with entity and incremental intelligence theory. Education Science and Psychology, 1 (23), 10-14.
[32] Snyder, C. R., Ilardi, S. S., Michael, S. T., & Cheavens, J. (2000). Hope theory: Updating a common process for psychological change. In C. R. Snyder & R. E. Ingram (Eds.), Handbook of psychological change: Psychotherapy processes and practices for the 21st century, 128–153. New York, NY: Wiley.
[33] Snyder, C. R. (2002). Target article: Hope theory: Rainbows in the mind. Psychological Inquiry, 13, 249–275. doi:10.1207/S15327965PLI1304_01.
[34] Snyder, c. R. (2005). Measuring hope in children what do children need to flourish? Springer, 61–73.
[35] Ling, y., e. Scott Huebner,&Fu, p., zeng, y., he, y. (2016). a person-oriented analysis of hope in Chinese adolescents. Personality and Individual Differences, 101, 446-450.
[36] Rose, s., elkis-Abuhoff, D., goldblatt, R., & Miller, E. (2012). Hope against the rain: Investigating the psychometric overlap between an objective and projective measure of hope in a medical student sample. The Arts in Psychotherapy, 39 (4), 272–278.
[37] Snyder, c. R., sympson, s. C., Ybasco, F. C., borders, t. F., Babyak, m. a., & Higgins, r. L. (1996). Development and validation of the State Hope Scale. Journal of Personality and Social Psychology, 70(2), 321.
[38] Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., & Harney, p. (1991). The will and theways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570.
[39] Valle, M. F., Huebner, E. S., & Suldo, S. M. (2006). An analysis of hope as a psychological strength. Journal of School Psychology, 44 (5), 393–406.
[40] Li, x. (2013). The intervention strategies of self-identity danger for the students in vocational school. Chinese Journal of Professional and Educational research, 32, 336-337.
[41] Li, y., lou, w. (2009). The reliability and validity test in adolescents’ samples for the Self-identity scale. China Journal of Health Psychology, 17 (2), 181-182.
[42] Wang, c., hu, z. &Liu, y. (2001). The study of reliability and validity for general Self-efficacy scale. Chinese Journal of Applied psychology, 7 (1), 37-40.
[43] Chen, c., shen, h. & Li, x. (2009). Reliability and Validity of Adult Dispositional Hope Scale. Chinese Journal of Clinical Psychology, 17 (1), 24-26.
[44] Allison, P. D. (2003). Missing data: Quantitative applications in the social sciences. British Journal of Mathematical & Statistical Psychology, 55, 193–196.
[45] Curran, p. J., west, s. G., & Finch, j. F. (1996). The robustness of test statistics to normality and specification error in confirmatory factor analysis. Psychological Methods, 1 (1), 16–29.
[46] Muthe´n, B., & Kaplan, D. (1992). A comparison of some methodologies for the factor analysis of normal Likert variables: A note on the size of the model. British Journal of Mathematical and Statistical Psychology, 45 (1), 19–30. Personality and Individual Differences, 38, 143–1473.
[47] Richard, b. D., lydia L. F., & Jeffrey, j. M. (2015). achievement Goal Theory: The Relationship of Accounting Students’ Goal Orientations with Self-efficacy, Anxiety, and Achievement, Accounting Education, 24 (2), 152-174.
[48] Zhang, j. & Li, d. (2016). College students’ professional identity and its relationship with achievement motivation and learning satisfaction. China Journal of Health Psychology, 24 (4), 562-565.
[49] Yang, d., liang, s., wu, h. (2016). The relationship between college students’ achievement motivation and learning burnout:hope as a mediator. China Journal of Health Psychology, 24 (2), 255-259.
[50] Cole, D. a., Martin, J. M., Peeke, L. a., Seroczynski, A. D., & Fier, j. (1999). Children's overand underestimation of academic competence: A longitudinal study of gender differences, depression and anxiety. Child Development, 70, 459–473.
[51] Caprara, g. V., Vecchione, m., alessandri, g., gerbino, m.,&Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement:A longitudinal study. British Journal of Educational Psychology, 81, 78–96.
[52] Zimmerman, B. J., & Schunk, D. H. (2004). Self-regulating intellectual processes and outcomes: A social cognitive perspective. In D. Y. Dai, & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 143–174). Mahwah, NJ: Lawrence Erlbaum.
[53] Salmela-Aro, K., & Tynkkynen, L. (2010). Trajectories of life satisfaction across the transition to post-compulsory education: Do adolescents follow different pathways?Journal of Youth and Adolescence, 39, 870–881.
[54] Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning and academic achievement. Personality and Individual Differences, 36, 1907–1920.
[55] Savickas, M. L., Nota, L., Rossier, J., Dauwalder, J. P., Duarte, M. E., Guichard, J., van Vianen, A. E. (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, 75, 239–250.
[56] Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Merrill.
[57] Maria, c. G., teresa, M. S., lea, f.,&Laura, n., sara, s., salvatore, s. (2017). Visions about future: a new scale assessing optimism, pessimism, and hope in adolescents. Int J Educ Vocat Guidance, 17, 187-210.
[58] Benyamini, Y. (2005). Can high optimism and high pessimism co-exist? Findings from arthritis patients coping with pain.
[59] Sun, m.. (1998). Erik Erikson. identity:adolescents and dangerous [M]. Hangzhou, published by Education in Zhejiang, china.
Author Information
  • Department of Psychology, Weifang Medical University, Weifang, China

  • Department of Psychology, Weifang Medical University, Weifang, China

Cite This Article
  • APA Style

    Liqin Liu, Lesen Cheng. (2018). The Relationship Between Self-Efficacy and Achievement Motivation in Adolescents: A Moderated Mediating Model of Self-Identity and Hope. Psychology and Behavioral Sciences, 7(3), 69-76. https://doi.org/10.11648/j.pbs.20180703.15

    Copy | Download

    ACS Style

    Liqin Liu; Lesen Cheng. The Relationship Between Self-Efficacy and Achievement Motivation in Adolescents: A Moderated Mediating Model of Self-Identity and Hope. Psychol. Behav. Sci. 2018, 7(3), 69-76. doi: 10.11648/j.pbs.20180703.15

    Copy | Download

    AMA Style

    Liqin Liu, Lesen Cheng. The Relationship Between Self-Efficacy and Achievement Motivation in Adolescents: A Moderated Mediating Model of Self-Identity and Hope. Psychol Behav Sci. 2018;7(3):69-76. doi: 10.11648/j.pbs.20180703.15

    Copy | Download

  • @article{10.11648/j.pbs.20180703.15,
      author = {Liqin Liu and Lesen Cheng},
      title = {The Relationship Between Self-Efficacy and Achievement Motivation in Adolescents: A Moderated Mediating Model of Self-Identity and Hope},
      journal = {Psychology and Behavioral Sciences},
      volume = {7},
      number = {3},
      pages = {69-76},
      doi = {10.11648/j.pbs.20180703.15},
      url = {https://doi.org/10.11648/j.pbs.20180703.15},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.pbs.20180703.15},
      abstract = {Background: Adolescents were the critical period of physical and mental development, in terms of positive psychology, some internal psychological factors may accelerate the development, given the importance of achievement motivation--the essence of development for adolescents in school and span of life, it may be the key variables to change the trace of the growth, combined with other factors, such as self-efficacy, self-identity, many researchers had explored the association each other, but few authors tested the interaction mechanism of them, especially, hope, the core factor of positive psychology, may be the another variable to affect the mentioned relationship. It was urged to find the interaction mechanism. Objective: The study examined the relation of self-efficacy and achievement motivation, more precisely, the current research estimated mediated effect of self-identity and the moderated effect of hope in the relationship between self-efficacy and achievement motivation. Methods: To fulfil the goal, 473 adolescents participated in the investigation by completing multiple scales in China and diverse analysis methods were used to deal the data. Results: The results showed that self-efficacy significantly linked with achievement motivation, and the self-identity partially mediated the relation between self-efficacy and achievement motivation in adolescents, and the hope moderated the mediating paths. Conclusion: From what mention above, the self-identity and hope, the mediating role and moderator, respectively, were the underlying mechanism of the relationship between self-efficacy and achievement motivation. The strengths and weaknesses based on the study were discussed.},
     year = {2018}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - The Relationship Between Self-Efficacy and Achievement Motivation in Adolescents: A Moderated Mediating Model of Self-Identity and Hope
    AU  - Liqin Liu
    AU  - Lesen Cheng
    Y1  - 2018/10/13
    PY  - 2018
    N1  - https://doi.org/10.11648/j.pbs.20180703.15
    DO  - 10.11648/j.pbs.20180703.15
    T2  - Psychology and Behavioral Sciences
    JF  - Psychology and Behavioral Sciences
    JO  - Psychology and Behavioral Sciences
    SP  - 69
    EP  - 76
    PB  - Science Publishing Group
    SN  - 2328-7845
    UR  - https://doi.org/10.11648/j.pbs.20180703.15
    AB  - Background: Adolescents were the critical period of physical and mental development, in terms of positive psychology, some internal psychological factors may accelerate the development, given the importance of achievement motivation--the essence of development for adolescents in school and span of life, it may be the key variables to change the trace of the growth, combined with other factors, such as self-efficacy, self-identity, many researchers had explored the association each other, but few authors tested the interaction mechanism of them, especially, hope, the core factor of positive psychology, may be the another variable to affect the mentioned relationship. It was urged to find the interaction mechanism. Objective: The study examined the relation of self-efficacy and achievement motivation, more precisely, the current research estimated mediated effect of self-identity and the moderated effect of hope in the relationship between self-efficacy and achievement motivation. Methods: To fulfil the goal, 473 adolescents participated in the investigation by completing multiple scales in China and diverse analysis methods were used to deal the data. Results: The results showed that self-efficacy significantly linked with achievement motivation, and the self-identity partially mediated the relation between self-efficacy and achievement motivation in adolescents, and the hope moderated the mediating paths. Conclusion: From what mention above, the self-identity and hope, the mediating role and moderator, respectively, were the underlying mechanism of the relationship between self-efficacy and achievement motivation. The strengths and weaknesses based on the study were discussed.
    VL  - 7
    IS  - 3
    ER  - 

    Copy | Download

  • Sections