Academic self-efficacy, achievement motivation, and academic success of international graduate students
dc.contributor.advisor | Gallo, Katarzyna | |
dc.contributor.advisor | Wei, Tianlan | |
dc.contributor.advisor | Cutts, Qiana | |
dc.contributor.advisor | Campbell, Kristen | |
dc.contributor.author | Alzukari, Rawan | |
dc.date.accessioned | 2024-08-06T09:27:51Z | |
dc.date.available | 2024-08-06T09:27:51Z | |
dc.date.issued | 2024-08 | |
dc.description.abstract | This study examined academic self-efficacy, achievement motivation, and academic success among international graduate students at a large university in the southeastern United States. Specifically, the research focused on three dimensions of academic self-efficacy (i.e., English language self-efficacy, coursework self-efficacy, and social self-efficacy) and three dimensions of achievement motivation (i.e., intrinsic value, expectancy, and attainment utility) to determine their impact on academic success measured by academic satisfaction and academic achievement. Data were collected from 101 international graduate students who completed Questionnaire of English Self-Efficacy (QESE; Wang, 2004); the College Self-Efficacy Inventory (CSEI; Solberg et al., 1993); the Expectancy-Value Motivation Questionnaire (EVMQ; Hagemeier & Newton 2010); the Academic Life Satisfaction Scale (ALSS; Kumar & Dilip, 2005); and the Subjective Academic Achievement Scale (SAAS; Stadler, Kemper & Greiff, 2021). Findings reveal strong positive correlations among the dimensions of academic self-efficacy. Intrinsic motivation and attainment utility significantly predicted academic satisfaction, while expectancy beliefs were crucial for academic achievement. Coursework self-efficacy emerged as a significant predictor of both academic satisfaction and academic achievement, highlighting its importance. In contrast, social self-efficacy did not significantly impact academic outcomes. These results suggest that enhancing international students’ self-efficacy, especially in coursework and English language proficiency, can improve their academic satisfaction and achievement. The study highlights the complex roles of academic self-efficacy and achievement motivation in academic success, offering insights to encourage higher education stakeholders to better support international students and create a more inclusive educational environment. | |
dc.format.extent | 128 | |
dc.identifier.uri | https://hdl.handle.net/20.500.14154/72782 | |
dc.language.iso | en_US | |
dc.publisher | Mississippi State University | |
dc.subject | academic self-efficacy | |
dc.subject | English proficiency | |
dc.subject | coursework self-efficacy | |
dc.subject | social self-efficacy | |
dc.subject | achievement motivation | |
dc.subject | expectancy | |
dc.subject | intrinsic value | |
dc.subject | utility and attainment value | |
dc.subject | academic success | |
dc.subject | academic achievement | |
dc.subject | academic satisfaction | |
dc.subject | international students | |
dc.title | Academic self-efficacy, achievement motivation, and academic success of international graduate students | |
dc.type | Thesis | |
sdl.degree.department | Counseling, Higher Education Leadership, Educational Psychology, and Foundations | |
sdl.degree.discipline | Educational Psychology | |
sdl.degree.grantor | Mississippi State | |
sdl.degree.name | Doctor of Philosophy |