The Relationship Between Academic Achievements and Learning

Motivation and Self-Efficacy

Xiwei Xie

Business School, The University of Sydney, Sydney, Australia

Keywords: Students' Academic Performance, Students' Learning Motivation, Self-Efficacy.

Abstract: Academic accomplishment is a crucial indicator of students' learning and is strongly impacted by self-efficacy

and learning motivation. The internal force that propels students to participate in learning activities, learning

motivation influences their engagement, choice of strategy, and perseverance. Students who believe in their

own skills are more confident and resilient when faced with academic problems. This is reflected in their self-

efficacy. These elements have an impact on academic performance separately and work together to improve

it through a positive feedback loop. This investigation systematically explores the complex interplay among

academic achievement, self-regulatory efficacy, and motivational factors in educational contexts.It finds that

intrinsic motivation is especially useful for fostering deep learning. Self-efficacy improves students' ability to

choose strategies and control their emotions helping them keep a positive attitude. The relationship between

self-efficacy and motivation varies by grade and subject; extrinsic motivation influences the humanities, but

intrinsic motivation is more important in science and engineering. The study makes useful recommendations

for instructional strategies, including establishing supportive surroundings, boosting self-efficacy,

encouraging intrinsic motivation, and introducing differentiated instruction. For thorough theoretical support,

future research should include cross-cultural and longitudinal investigations, increase sample variety, and

examine these mechanisms in a range of learning environments.

1 INTRODUCTION

Academic achievement is an important index to

measure students' learning effect, which not only

reflects students' knowledge mastery level, but also

reflects students' comprehensive ability development.

Academic achievement is widely used as the core

standard to evaluate the quality of education, which is

of great significance to the growth of individual

students and the cultivation of talents in society. From

the individual point of view, good academic

achievement can enhance students' self-confidence

and lay the foundation for future career development

and personal growth; From the perspective of society,

students' academic performance has a direct impact

on the country's talent reserve and social and

economic development. Therefore, investigating the

determinants of academic performance holds

substantial practical value for enhancing educational

quality and fostering comprehensive student

development.

Among the many factors that affect academic

achievement, learning motivation and self-efficacy

are considered to be the two most critical

psychological variables. Learning motivation is the

inner driving force of students' involvement in

learning activities, which can directly affect students'

involvement degree, strategy choice and persistence.

Studies have shown that students with a high level of

learning motivation usually show stronger

independent learning ability and academic

exploration desire, thus achieving better academic

results (Bandura, 1997; Saeid& Eslaminejad, 2017).

Self-efficacy, defined as an individual's conviction in

their capacity to successfully execute target-specific

tasks, functions as both a psychological foundation

and motivational catalyst in students' learning

processes (Bandura, 1997; Pajares, 1996). Learners

with robust self-efficacy demonstrate enhanced

resilience when confronting academic challenges and

exhibit greater task persistence in their educational

pursuits. These findings collectively underscore the

pivotal role that both self-efficacy and learning

motivation play in facilitating academic success.

At present, studies on the effects of learning

motivation and self-efficacy on academic

achievement have accumulated some achievements,

but most studies still tend to investigate the two as

Xie, X.

The Relationship Between Academic Achievements and Learning Motivation and Self-Efﬁcacy.

DOI: 10.5220/0014149700004942

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd International Conference on Applied Psychology and Marketing Management (APMM 2025), pages 633-639

ISBN: 978-989-758-791-7

633

separate variables. In fact, learning motivation and

self-efficacy do not exist independently, but interact

and influence each other, and jointly determine

students' learning performance. Therefore, from the

"interactive perspective", the analysis of the

comprehensive impact of learning motivation and

self-efficacy on academic achievement not only helps

to reveal the deep logical relationship between the

three, but also provides theoretical support for the

design of educational intervention.

This research aims to investigate the relationship

between learning motivation, self-efficacy, and

academic achievement, with a particular focus on

how their interplay influences students' academic

performance. By constructing the theoretical

framework of the interaction between learning

motivation and self-efficacy, this study attempts to

reveal the specific mechanism and action path

between the three. Simultaneously, this research will

examine how demographic factors, including grade

level and gender, moderate the interplay among these

key psychological and academic constructs, offering

valuable insights for tailoring personalized

educational interventions.

Theoretical contribution: From an educational

psychology standpoint, this research significantly

advances the existing paradigm examining the

interplay among motivational factors, self-regulatory

mechanisms, and educational outcomes. By

systematically investigating how these psychological

constructs influence academic performance, the study

not only elucidates their complex dynamics but also

opens new avenues for theoretical innovation in this

field.

Practical contribution: It provides reference for

educators to design teaching intervention and

incentive mechanism, and promotes the improvement

of students' academic performance. In educational

practice, how to effectively improve students'

academic performance is always the core issue that

educators pay attention to. The results of this study

can provide specific guidance for educators in

teaching design, curriculum setting and student

management. For example, by stimulating students'

learning motivation and enhancing their sense of self-

efficacy, academic performance can be effectively

improved. Furthermore, the findings may enable

educators to gain deeper insights into how students'

diverse backgrounds shape their learning psychology,

facilitating the development of customized

pedagogical approaches that foster holistic student

growth.

2 LITERATURE REVIEW

2.1 Research Purpose and Significance

Academic achievement is the core indicator to

measure the learning effect of students, which is

usually measured by various ways such as test scores,

homework completion, and classroom performance.

It not only reflects students' mastery of knowledge,

but also reflects their learning ability, thinking ability

and problem-solving ability. By definition, academic

achievement can be divided into short-term academic

achievement and long-term academic achievement.

Short-term academic achievement usually refers to

the student's learning performance in a specific period

of time, such as exam scores, classroom test scores,

etc. Long-term academic achievement refers to

students' learning outcomes in a longer time span,

such as graduation grades, enrollment rates, etc.

Common methods used to measure academic

achievement include standardized tests, teacher

evaluations, and student self-assessment.

Standardized tests usually have high objectivity and

comparability, which can reflect students' knowledge

mastery level more accurately. Teacher evaluation is

to judge students' learning effect by class

performance and homework completion. The self-

assessment of students aims to understand students'

subjective evaluation of their learning results by

means of questionnaire survey or interview.

In addition, the measurement of academic

achievement should also take into account subject

differences and grade differences. Different subjects

have different learning objectives and evaluation

criteria. For example, science subjects pay more

attention to logical thinking and problem solving

skills, while liberal arts subjects emphasize

expressive skills and critical thinking. At the same

time, students of different grades differ in the

difficulty of learning tasks and learning goals.

Younger learners' academic performance primarily

manifests in their grasp of fundamental concepts,

whereas their senior counterparts demonstrate a

stronger emphasis on developing integrated

competencies.

2.2 Theory and Research of Learning

Motivation

Academic motivation serves as the fundamental

driving force behind students' engagement in learning

activities, significantly influencing their educational

outcomes.From a theoretical perspective, self-

determination theory emphasizes the importance of

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intrinsic motivation, believing that intrinsic driving

forces such as interest and curiosity can help students

achieve long-term and more stable academic

development, while extrinsic motivation may

produce positive effects in the short term, but will

weaken students' independent learning ability (Saeid

& Eslaminejad, 2017; Eccles & Wigfield, 2002). The

achievement goal theory further points out that

different learning goals will have different impacts on

students' learning behavior (Saeid & Eslaminejad,

2017; Eccles & Wigfield, 2002). For example,

learning-oriented goals often prompt students to

adopt deeper learning strategies, while performance-

oriented goals may lead to superficial learning and

higher levels of anxiety.

In addition, learning motivation has significant

situational dependence. Task difficulty, learning

feedback and students' social environment all

influence motivation. Research indicates that highly

motivated learners demonstrate greater initiative in

exploring effective study methods and exhibit

enhanced perseverance and adaptability when

encountering academic challenges, factors that

positively correlate with improved educational

outcomes (Li, 2020; Li, 2019; Zhou, 2015).

2.3 Theory and Research of Self-

Efficacy

Self-efficacy, a core concept in educational

psychology, represents an individual's perceived

capability to successfully execute target-specific

tasks, serving as a critical determinant of academic

success. Grounded in Bandura's social cognitive

theory, this psychological construct develops through

four primary pathways: mastery experiences,

observational learning, verbal persuasion, and

physiological feedback (Bandura, 1997; Pajares,

1996). These factors not only help individuals form

positive evaluations of their own abilities, but also

influence their emotional regulation abilities and

behavioral choices during the learning process.

Research demonstrates that learners with elevated

self-efficacy levels consistently exhibit greater

willingness to undertake demanding academic tasks

and maintain superior task persistence and cognitive

flexibility throughout the learning process (Bandura,

1997; Pajares, 1996; Zimmerman, 2000). This

psychological advantage particularly manifests in

their enhanced capacity to navigate academic

challenges effectively. Conversely, students

experiencing limited self-efficacy frequently develop

maladaptive patterns, including chronic anxiety and

persistent self-doubt, which may ultimately

compromise their educational outcomes.

2.4 Interaction Between Learning

Motivation and Self-Efficacy

Learning motivation and self-efficacy interact with

each other in academic achievement, forming a

complex interactive relationship. Learning

motivation is the inner driving force for students to

engage in learning, which can enhance self-efficacy

by stimulating learning behaviors, that is, students'

confidence in their own abilities (Saeid &

Eslaminejad, 2017; Schunk & Pajares, 2009). For

example, a student's interest in a subject can lead to

active participation in learning and increased self-

efficacy after successful completion of a task.

In turn, self-efficacy also affects learning

motivation. When students have confidence in their

ability to complete tasks, they will be more willing to

accept challenges and show stronger persistence in

the face of difficulties, thus further stimulating their

learning motivation (Saeid & Eslaminejad, 2017;

Schunk & Pajares, 2009). This interaction forms a

positive cycle: students gain a sense of

accomplishment through the completion of learning

tasks, enhance self-efficacy, and thus stimulate

stronger learning motivation.

In addition, external environments such as teacher

feedback, classroom atmosphere, and family support

can amplify the positive effects of both. Studies have

shown that interventions that improve learning

motivation or self-efficacy alone have limited effect,

while educational strategies that promote synergies

between the two tend to improve academic

achievement more significantly (Saeid &

Eslaminejad, 2017; Schunk & Pajares, 2009).

3 ANALYSIS

3.1 The Influence of Learning

Motivation on Academic

Achievement

Academic motivation, serving as the fundamental

psychological engine that propels students'

engagement in learning processes, constitutes a

critical determinant of educational success. The

theoretical distinction between intrinsic and extrinsic

motivation primarily resides in their respective

motivational origins. Intrinsic motivation emerges

from learners' genuine interest in and intellectual

The Relationship Between Academic Achievements and Learning Motivation and Self-Efﬁcacy

635

curiosity about the subject matter itself, manifested

through their pursuit of knowledge and inquisitive

approach to problem-solving. In contrast, extrinsic

motivation predominantly derives from external

incentives, including academic recognition,

performance evaluations, and relative standing

among peers.

Studies have shown that intrinsic motivation has

significant advantages in pushing students to carry

out deep learning (Saeid & Eslaminejad, 2017;

Eccles & Wigfield, 2002). Deep learning means that

in the learning process, students not only pay

attention to the memory and repetition of knowledge,

but also pay more attention to understanding the

nature of knowledge, establishing connections

between knowledge, and applying it to solve practical

problems. For example, students who focus on

mastering knowledge tend to be able to participate

more actively in class discussions, complete tasks

autonomously, and show greater perseverance in the

face of difficulties. In contrast, students who rely

solely on extrinsic motivation may excel in the short

term, but their academic performance may fluctuate

in the long term due to a lack of intrinsic interest in

learning.

In addition, the role of motivation may vary across

disciplines and learning tasks. For example, because

the knowledge points of science and engineering are

more systematic and logical, students' intrinsic

motivation is crucial to their long-term learning

(Ugwuanyi et al., 2020). This is because the

knowledge structure of science and engineering

subjects is often highly coherent and complex, and

students need to master the knowledge system

through in-depth understanding and logical

reasoning. If students lack intrinsic motivation and

rely solely on extrinsic rewards such as test scores, it

may be difficult to consistently invest time and

energy in understanding complex knowledge

structures, resulting in poor learning outcomes. On

the contrary, intrinsic motivation can stimulate

students' desire to explore knowledge, encourage

them to think actively and solve problems, so as to

better grasp the core content of science and

technology subjects. In the humanities, which require

creativity and expression skills, extrinsic motivation

such as teacher encouragement and rewards may be

more effective in stimulating students' performance

(Ugwuanyi et al., 2020). Therefore, teachers should

fully consider the subject characteristics and adopt

flexible incentive strategies when designing

curriculum and evaluation system.

3.2 Influence of Self-Efficacy on

Academic Achievement

A high level of self-efficacy can help students show

more persistence and initiative in learning. Studies

have shown that self-efficacy can not only improve

students' ability to choose learning strategies, but also

enhance their ability to regulate emotions, especially

in the face of failures and challenges (Bandura, 1997;

Pajares, 1996: Zimmerman, 2000).

First, students with high self-efficacy tend to

choose more active learning styles, such as setting

clear learning goals, adopting effective time

management methods, and actively seeking help.

These strategies can help students complete learning

tasks more efficiently, thereby enhancing their

academic achievement.

Second, self-efficacy plays an important role in

emotion management. Emotional regulation

encompasses an individual's capacity to monitor,

evaluate, and modify emotional responses

effectively. Research indicates that students

demonstrating robust self-efficacy typically possess

enhanced emotional regulation skills, enabling them

to more effectively manage and mitigate adverse

psychological states, including academic anxiety and

learning-related depression, throughout their

educational journey. For example, when students

encounter difficult problems in exams, students with

high self-efficacy will relieve stress through positive

self-suggestion or adjustment of mentality, while

students with low self-efficacy may fall into anxiety,

affecting subsequent performance.

In addition, there may be significant differences in

self-efficacy among students in different grades.

Students in the primary stage are usually less familiar

with learning tasks, and their self-efficacy is easily

affected by external factors, such as teacher's

evaluation or peer feedback. Senior students rely

more on their own experience and ability perception,

which also requires educators to design personalized

support and incentives according to the

characteristics of students' grades (Zhou, 2015; Mo,

2021).

3.3 Interaction Between Learning

Motivation and Self-Efficacy

Learning motivation and self-efficacy do not exist

independently, but affect academic achievement

through interaction. On the one hand, strong learning

motivation can promote students to establish positive

self-efficacy. For example, after students devote

themselves to learning tasks and achieve certain

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achievements, they will be more confident to cope

with more difficult tasks, thus forming a positive

cycle of "motivation - efficacy - achievement". On the

other hand, the improvement of self-efficacy will

further stimulate students' learning motivation and

make them more actively participate in learning tasks

(Saeid & Eslaminejad, 2017; Schunk & Pajares,

2009).

This interactive mechanism also shows dynamic

adaptability to different academic tasks. In relatively

simple learning tasks, the direct effect of learning

motivation on academic achievement is more

obvious, while in more complex or difficult tasks, the

moderating effect of self-efficacy is more important.

Self-efficacy can not only help students cope with

setbacks in tasks, but also maintain their motivation

level and ensure the sustainability of the learning

process (Saeid & Eslaminejad, 2017; Schunk &

Pajares, 2009).

However, this interaction is not always linear.

Some studies have shown that when students have too

high motivation for learning tasks but low self-

efficacy, they may have a sense of frustration because

they cannot reach their goals, thus reducing academic

performance (Bandura, 1997; Pajares, 1996).

Therefore, in educational practice, teachers should

pay attention to the balanced development of

students' motivation and sense of efficacy, and help

students gain a sense of accomplishment and enhance

their confidence in their own ability through

reasonable learning task allocation and feedback

mechanism.

4 DISCUSSION

4.1 Research Summary

Through the analysis of the relationship between

learning motivation, self-efficacy and academic

achievement, this study deeply discusses their

interaction mechanism, and summarizes the

following main conclusions:

Learning motivation is an important driving force

for academic achievement. Learning motivation can

significantly affect students' learning engagement and

academic performance, especially intrinsic

motivation has a more positive effect on long-term

academic achievement (Saeid & Eslaminejad, 2017;

Eccles & Wigfield, 2002). Students' interest and

enthusiasm for the learning task itself can help them

overcome external interference and learning pressure,

and continue to promote the achievement of academic

goals.

Self-efficacy plays a key role in academic

achievement. As students' belief in their own ability,

self-efficacy not only affects the choice and

persistence of learning behaviors, but also helps

students to effectively regulate emotions and relieve

anxiety in the face of difficulties. The establishment

of this belief provides important psychological

support for students' continuous progress in their

studies (Bandura, 1997; Pajares, 1996; Zimmerman,

2000).

There is a significant interaction between learning

motivation and self-efficacy. Learning motivation

and self-efficacy are not independent variables, but

affect academic achievement through interaction.

Strong learning motivation can enhance students'

self-efficacy, and a high level of self-efficacy can

further stimulate students' learning motivation. This

interaction provides important conditions for students

to form a positive learning cycle (Saeid &

Eslaminejad, 2017; Schunk & Pajares, 2009).

4.2 Practical Significance and

Suggestions

The results of this study have important implications

for educational practice, and specific

recommendations are as follows:

1. Focus on stimulating students' intrinsic

motivation

In teaching, teachers should try to avoid over-

reliance on external rewards, but should stimulate

students' intrinsic motivation by creating an interest-

oriented learning environment (Saeid & Eslaminejad,

2017; Eccles & Wigfield, 2002). For example, by

designing problem-driven teaching activities that

encourage students to explore problems and find

answers in their learning, students' learning interest

and engagement can be effectively enhanced.

2. Strengthen the cultivation of self-efficacy

Students' self-efficacy can be gradually improved

through positive learning experiences and feedback

(Bandura, 1997; Pajares, 1996). In teaching, teachers

can adopt the method of hierarchical goal setting,

decompose learning tasks into specific goals that

students can gradually achieve, and help students

accumulate successful experience through positive

evaluation and timely feedback, so as to enhance their

confidence in their own abilities.

3. Create a supportive learning environment

Family and school play an important role in the

external support of students' academic achievement

(Zhou, 2015; Mo, 2021). Parents should provide

positive emotional support and appropriate

expectations to avoid excessive academic pressure.

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637

Schools should focus on optimizing the classroom

atmosphere and providing resource-rich learning

conditions to help students learn efficiently in a

relatively relaxed environment.

4. Pay attention to individual differences and

implement differentiated education

Students of different grades, genders and

backgrounds may have significant differences in

learning motivation and self-efficacy (Ugwuanyi et

al., 2020). Therefore, educators need to flexibly

adjust the teaching content and methods according to

the individual needs of students. For example, for

students with low self-efficacy, group collaboration

or example can be used more to help them build

confidence.

4.3 Limitations

Although this study has achieved some valuable

conclusions, there are still the following limitations:

The empirical studies reviewed in this study

mainly focus on students in a specific age group or

region, and the results may not be fully applicable to

other groups (Li, 2020; Li, 2019; Mo, 2021; Xiang,

1986). Future studies could improve the universality

of the study by expanding the sample size to include

students from different cultural backgrounds, for

example.

This study did not collect data, and although it can

reflect the overall relationship between variables, it

cannot reveal the dynamic process in depth. In the

future, experimental studies or longitudinal studies

could be combined to explore the long-term effects of

learning motivation and self-efficacy on academic

achievement (Li, 2019; Mo, 2021; Xiang, 1986).

While this investigation primarily examines the

interplay between learning motivation and self-

efficacy, it acknowledges the potential influence of

environmental factors, particularly familial support

systems and instructional approaches, which warrant

further exploration in subsequent research (Zhou,

2015; Ugwuanyi et al., 2020; Mo, 2021). Follow-up

studies can further integrate internal and external

factors to build a more comprehensive impact model.

4.4 Future Research Direction

Based on the above research limitations and

conclusions, this study proposes the following future

research directions:

Future studies can adopt longitudinal research

design to track the changes of students' learning

motivation, self-efficacy and academic achievement

in different classes, and explore the dynamic

relationship between the three. This will help reveal

the mechanisms of action of the three over long time

spans (Li, 2020; Li, 2019; Mo, 2021; Xiang, 1986).

In different cultural contexts, students' learning

motivation, self-efficacy and academic achievement

may show different characteristics. For example,

students in collectivist cultures may rely more on

extrinsic motivation, while students in individualistic

cultures may lean more toward intrinsic motivation.

Future studies can enrich the applicability of the

theory through cross-cultural comparison (Ugwuanyi

et al., 2020; Hofstede, 1986; Markus & Kitayama,

1991).

With the popularization of digital technology, the

influence of online learning platform and blended

learning mode on students' learning psychology and

academic performance is becoming more and more

important. Future studies may focus on the

mechanism of learning motivation and self-efficacy

on academic achievement under the digital learning

environment, and explore how to use technology to

improve students' learning effect (Means et al., 2010;

Seyed et al., 2017).

Future research may try to construct a

comprehensive model including learning motivation,

self-efficacy, external environment variables such as

family support and school resources to fully reveal

the influence path of academic achievement. This

comprehensive analysis will help to guide

educational practice more scientifically (Zhou, 2015;

Ugwuanyi et al., 2020; Mo, 2021).

Through its comprehensive examination of the

dynamic relationships among learning motivation,

self-efficacy, and academic outcomes, this study

makes dual contributions: it elucidates the intricate

interplay between these psychological constructs

while offering actionable insights for educational

practice. While acknowledging certain

methodological limitations, future research directions

could incorporate expanded sampling strategies,

longitudinal designs, and experimental approaches to

advance this field of study, ultimately contributing to

more holistic strategies for enhancing student

learning outcomes.

5 CONCLUSION

In conclusion, this study demonstrates the major

significance of learning motivation and self-efficacy

in affecting academic accomplishment. Both

components interact dynamically, with learning

motivation improving self-efficacy, and vice versa,

contributing to a positive cycle that promotes

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academic achievement. In order to promote deep

learning and tenacity and assist students in

overcoming obstacles, intrinsic motivation and self-

efficacy are very crucial. According to the results,

teachers should concentrate on promoting self-

efficacy and intrinsic motivation through goal-setting

techniques and encouraging feedback. Improving

academic results also requires taking into account

each student's unique characteristics and establishing

a supportive learning environment. Although the

study offers insightful information, in order to create

a more complete model for educational interventions,

future research might include the long-term impacts

of these components as well as the impact of outside

variables like teacher behaviour and family support.

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