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Contributing Factors to Academic Motivation in Female Undergraduate Students

By Sophia Suzukawa-Tseng


The present study examined whether type of college (i.e., women’s colleges with cross-gender enrollment with other colleges or co-educational colleges) influences academic self-efficacy, general self-efficacy, and academic motivation, and whether or not academic self-efficacy and general self-efficacy are directly related to academic motivation. The sample consisted of 144 female college students who attend colleges or universities in the U.S. Social networking cites (i.e., Facebook and LinkedIn) were employed to recruit participants. The study showed general self-efficacy and academic motivation, as well as academic self-efficacy and academic motivation to be directly related. Type of college was not found to predict differences in academic self-efficacy, general self-efficacy, or academic motivation. Students of both school types were comparable in terms of academic self-efficacy, general self-efficacy, and academic motivation. The findings may help female high school students in their college selection process. Overall these findings add to the growing literature on the importance of self-efficacy for academic motivation

Topics: Psychology
Publisher: Scholarship @ Claremont
Year: 2014
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Provided by: Scholarship@Claremont
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