Renewing Education Post-Pandemic: Disentangling the Relationship Between Motivation, Self-Efficacy and College Students’ Academic Engagement (Poster 30)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: Motivation, Emotion, and Engagement Across Contexts

Abstract

This study examines the relationships among college students' motivation, self-efficacy, and academic engagement. 2,022 College students from Southeast University of the U.S. participated in the study. We utilized Confirmatory Factor Analysis (CFA) to validate the latent variables and employed Structural Equation Modeling (SEM) to assess the hypothesized model. Results indicate that students with high motivation and self-efficacy are more engaged in their learning. Furthermore, self-efficacy serves as a mediator between motivation and academic engagement, suggesting that motivated students exhibit greater confidence in class, leading to increased participation in academic activities. These findings highlight the importance of fostering motivation and self-efficacy to enhance students’ academic engagement and provide insights for educators on promoting effective learning environments in the post-pandemic era.

Author

• Yan Dai, Tuskegee University