Examining Academic Motivation and Self-efficacy of the College Students in the Online-Distance Learning

Abstract

Academic self-efficacy is a construct that could be learned. It is rooted in learning by observation and direct personal experience. This study examines the level of academic motivation and self-efficacy of college students in the online-distance learning utilizing the descriptive – comparative and correlational method of research through adapted and modified questionnaires. It was shown that most respondents were 18-20 years old and were female. Results showed a significant difference in the respondents' level of academic motivation in terms of age concerning intrinsic motivation; a considerable discrepancy exists in the level of academic motivation in terms of gender concerning extrinsic motivation and motivation. Furthermore, a significant difference in the respondents' level of academic motivation in terms of gender concerning extrinsic motivation, and a significant difference exists in the respondents' level of academic motivation in terms of course about intrinsic motivation. In addition, the result showed a significant difference between the respondents' levels of self-efficacy in terms of age. The respondents' level of self-efficacy in terms of online learning tasks showed considerable differences among the respondents' ages. Results showed that a significant difference in self-efficacy lies between ages 27 and above and 18-20. In addition, significant differences were found in the level of self-efficacy in terms of courses with online learning tasks. This study concluded that respondents' level of academic motivation in terms of intrinsic showed a significant relationship with their level of self-efficacy among respondents regarding technology use, online learning tasks, and instructor and peer collaboration. Thus, tertiary school education programs should be designed so that emphasis would be laid on allowing students to participate in school activities and decision-making. The results of this study can be used as a basis for further research in areas related to academic motivation and self-efficacy.