Achievement Motivation and Academic Self-Efficacy among Undergraduate Students
DOI:
https://doi.org/10.63345/Keywords:
Achievement Motivation, Academic Self-Efficacy, Undergraduate Students, Educational Psychology,, Machine Learning, Learning AnalyticsAbstract
Achievement motivation and academic self-efficacy are central psychological resources that shape how undergraduate students approach demanding academic tasks, persist after setbacks, and regulate learning behavior. Despite substantial research on motivation and self-efficacy, recent studies frequently examine their direct associations with achievement rather than identifying heterogeneous motivational–efficacy profiles that may distinguish students with similar academic performance. The present study proposes a computationally informed framework integrating psychometric assessment with machine-learning-based student profiling to examine the relationship between achievement motivation and domain-specific academic self-efficacy. The central research gap concerns whether nonlinear combinations of approach-oriented motivation, avoidance tendencies, persistence, and academic efficacy can reveal distinct undergraduate learning profiles that conventional correlation-based analyses may obscure.
A multidimensional dataset is proposed comprising achievement-motivation indicators, academic self-efficacy dimensions, study engagement characteristics, selected demographic controls, and academic performance indicators.
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