I have just completed the BSc (Hons) in Applied Psychology at IADT. I hope to continue my studies after I graduate, with a particular focus on working in the field of environmental psychology. I have a particular interest in the relationships between individuals and their environments, and the impact that these interactions can have on our behaviours, attitudes, and overall well-being. From my thesis, I learned a huge amount and found it to be such a rewarding experience. I hope you enjoy reading more about my project!
To facilitate students' academic growth and progress, it is necessary to investigate the psychological factors that impact their academic motivation. Numerous studies have indicated a relationship between self-perceptions and academic motivation. However, little research has been conducted on the collective relationship between these self-perceptions and their predictive nature when referring to academic motivation following the Covid-19 pandemic. Studies indicate that the pandemic has negatively impacted psychological well-being, particularly among students. As a result of this, self-perceptions are becoming increasingly prominent. By examining the relationship between self-efficacy, self-esteem and academic motivation in an Irish context post-pandemic, the present study addresses this perceived gap in the literature.
The purpose of the research project was to investigate how self-efficacy, self-esteem, and academic motivation were related to each other, with the goal of improving students' learning in a post-pandemic environment. The study utilised a quantitative, within-group, correlational design. To gather data, an online survey was used and was distributed through multiple social media platforms. A total of 100 individuals participated in the study, and the collected data was analysed using SPSS. A multiple regression analysis was performed to investigate whether the independent variables, which were self-efficacy and self-esteem, could predict the dependent variable, which was academic motivation. Overall, the study aimed to provide insights into how these factors can be leveraged to enhance students' learning experiences in the aftermath of the pandemic.
The study's results revealed a significant finding that both self-efficacy and self-esteem are predictors of academic motivation. The creation of a motivational climate that supports students' needs will have substantial benefits in terms of educational outcomes. To ensure that students reach their maximum academic potential, the findings of this study suggest that third-level institutions should focus on satisfying students' self-perceptions. Policymakers, college faculty, and students can benefit from several suggestions provided in the study. This research contributes to a better understanding of the relationship between self-efficacy, self-esteem, and academic motivation. It can be concluded that a student's level of self-efficacy and self-esteem predicts their academic motivation, given the relationship between these three variables. By strategically applying the study's findings to educational environments through interventions and programs, a motivating learning climate that promotes learners' well-being can be created.
The Relationship between Self-Efficacy, Self-Esteem, and Academic Motivation.