Self-efficacy, Motivation, Learning Strategy and Their Impacts on Academic Performance

Abstract

Psychological factors are widely being studied as one of the prominent factors in academic performance. The present study aims to focus on exploring self-efficacy, motivation and learning strategy in determining the academic performance of Malaysian undergraduate students. A set of structured questionnaires were distributed to undergraduate students from a public university located in East Coast of Malaysia which was selected through stratified sampling technique. data was analyzed by using SPSS software. Pearson Correlation Coefficient was used to determine the association between age, self-efficacy score, motivation, and learning strategy with academic performance. The findings show that academic performance has the highest correlation with age and learning strategy but lowest correlation with self-efficacy score. Moreover, motivation and learning strategy are significantly positive correlation while age is significantly negative correlation with academic performance. Based on multiple linear regression analysis, this study identified that age and learning strategy have significant effects in predicting academic performance. This study contributes to the awareness of knowledge in learning strategy for lecturers and students in adapting proper learning methods to maximize learning outcomes.