Self-Efficacy as a Mediator of the Relation between Motivation and Academic Performance: A Meta-Analysis and Meta-Analytic Structural Equation Model
Saved in:
| Title: | Self-Efficacy as a Mediator of the Relation between Motivation and Academic Performance: A Meta-Analysis and Meta-Analytic Structural Equation Model |
|---|---|
| Language: | English |
| Authors: | Lu-Ting Shen, Jian-Zeng Lan, Wei Li, Attiq-Ur-Rehman, Meng-Wei Ge, Fei-Hong Hu, Yi-Jie Jia, Rui Feng, Kang Zhong, Si-Qi Gao, Hong-Lin Chen (ORCID |
| Source: | Psychology in the Schools. 2026 63(2):485-500. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Education Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Self Efficacy, Academic Achievement, Student Motivation, Elementary School Students, Secondary School Students, College Students, Student Characteristics, Males, Females |
| DOI: | 10.1002/pits.70103 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Extensive research has established links between motivation, self-efficacy, and academic performance. However, the mechanisms of these relationships were underexplored. The purpose of this study was to explore the interrelationships among motivation, self-efficacy, and academic performance, as well as the mediating mechanism of self-efficacy by using a multi-stage structural equation modeling (MASEM) approach. Finally, in total of 23 studies were included. The results indicated that there were correlations between intrinsic motivation, extrinsic motivation, self-efficacy, and academic performance. Subgroup analyses displayed intrinsic motivation impacted male adolescents' academic performance more than females. It also correlated less strongly with college students' performance than with primary and secondary students', while extrinsic motivation correlated more strongly with college students. Intrinsic motivation most significantly affected math performance, extrinsic motivation has greater influence in other subjects. Mediation analysis revealed intrinsic motivation boosted academic performance by enhancing self-efficacy, with this mediating effect varying across educational stages. These findings provided valuable insights for educators, helping them pay attention to students' motivation and self-efficacy. They also assisted school psychologists in using this model to develop intervention strategies based on students' diverse educational backgrounds. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493886 |
| Database: | ERIC |
| Abstract: | Extensive research has established links between motivation, self-efficacy, and academic performance. However, the mechanisms of these relationships were underexplored. The purpose of this study was to explore the interrelationships among motivation, self-efficacy, and academic performance, as well as the mediating mechanism of self-efficacy by using a multi-stage structural equation modeling (MASEM) approach. Finally, in total of 23 studies were included. The results indicated that there were correlations between intrinsic motivation, extrinsic motivation, self-efficacy, and academic performance. Subgroup analyses displayed intrinsic motivation impacted male adolescents' academic performance more than females. It also correlated less strongly with college students' performance than with primary and secondary students', while extrinsic motivation correlated more strongly with college students. Intrinsic motivation most significantly affected math performance, extrinsic motivation has greater influence in other subjects. Mediation analysis revealed intrinsic motivation boosted academic performance by enhancing self-efficacy, with this mediating effect varying across educational stages. These findings provided valuable insights for educators, helping them pay attention to students' motivation and self-efficacy. They also assisted school psychologists in using this model to develop intervention strategies based on students' diverse educational backgrounds. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.70103 |
