Relationships among academic motivation, self-efficacy, and academic achievement among pre-service teachers at Jimma college of teacher education

Academic motivation and self-efficacy are essential psychological factors associated with students’ academic performance and well-being in higher education. Guided by self-determination theory, this study examined how these constructs relate to academic achievement and gender among teacher education students.

The study aimed to explore the interrelationships among academic motivation, self-efficacy, and academic achievement, and to identify potential gender-based differences in these variables within a college of teacher education.

Participants were 203 teacher education students (79.3% male) enrolled in a college of teacher education. Data were collected using structured questionnaires measuring academic motivation and academic self-efficacy, alongside a 30-item multiple-choice academic achievement test. Reliability coefficients for the instruments ranged from α = 0.75 to α = 0.77 for the Academic motivation and self-efficacy scales, while the academic achievement test demonstrated high internal consistency (KR-20 = 0.87). Pearson correlation coefficients and independent-samples t-tests were used for data analysis.

Academic motivation was strongly and positively correlated with academic self-efficacy (r = .689, p < .01) and moderately correlated with academic achievement (r = .524, p < .01). Academic self-efficacy was also moderately and positively associated with academic achievement (r = .590, p < .01). Independent-samples t-tests indicated no statistically significant gender differences in academic motivation (t(201) = 0.63, p = .532, d = 0.11) or academic self-efficacy (t(201) = 1.29, p = .200, d = 0.22), effect sizes were small and differences were not statistically significant.

The findings highlight the associations among academic motivation and self-efficacy in supporting academic achievement among teacher education students. Interventions that promote autonomy and competence may enhance learning outcomes, while gender differences appear minimal and not practically meaningful.