Academic Self-Efficacy, Academic Motivation and Coping Skills in Academia: A Cross-Sectional Exploration

Abstract

The association between academic self-efficacy, academic motivation, and coping skills among graduate students has been reported in previous literature, yet comprehensive assessments in this area are lacking. Coping skills are considered predictors for both academic self-efficacy and academic motivation. This study aimed to assess the roles of academic self-efficacy, academic motivation, and coping skills in the lives of graduate students. A correlational research design was employed for this purpose. Convenient sampling was utilized to select 300 participants for the study. Data were collected through the General Self-Efficacy, Academic Motivation, and Brief-COPE instruments. The study revealed a significant positive correlation between academic self-efficacy, academic motivation, and coping skills, indicating a strong connection among these variables. Further, the gender differences were assessed, but no significant differences were found among study variables. The findings of this study underscore the importance of academic self-efficacy, academic motivation, and coping skills in graduate students' lives. The significant positive correlation among these variables suggests that interventions targeting improvement in one area may positively influence the others. Additionally, the lack of gender differences in these variables indicates that strategies for enhancing academic performance, motivation, and overall well-being should be inclusive and not gender-specific. Institutions can utilize these findings to develop programs aimed at supporting students with low coping skills to enhance their academic performance, motivation, and overall well-being.