Exploring the Interplay of Motivation, Self-Efficacy, Critical Thinking, and Self-Regulation in Predicting Academic Achievement Among University Students.

BACKGROUND

Motivational variables are of critical importance concerning students' performance. The objective of the present study was to investigate the interrelationships between extrinsic and intrinsic motivation, self-efficacy, self-regulation, critical thinking, and academic performance among university students.

METHODS

The participants were 250 students enrolled in university programs in education and psychology. The research instrument was a self-report questionnaire designed to assess intrinsic and extrinsic motivation, critical thinking, self-regulation, and academic achievement among university students. A path model analysis was employed to identify the relationships among the investigated variables.

RESULTS

The results demonstrated that self-efficacy was predicted by intrinsic and extrinsic motivation, critical thinking was predicted by self-efficacy, and self-regulation was predicted by self-efficacy and critical thinking, thereby underscoring the pivotal role of self-efficacy. The findings indicate that academic achievement is predicted by critical thinking, and self-regulation, thereby underscoring the pivotal role of these variables in academic contexts.

CONCLUSIONS

The contributions of the present research are twofold, both theoretical and practical. On the one hand, the findings offer a more nuanced understanding of the interconnections between motivation, self-efficacy, critical thinking, and self-regulation. On the other hand, they provide valuable insights for developing educational strategies that enhance academic achievement by fostering these key factors.