The impact of self-efficacy and motivation characteristics on the academic achievement of Upward Bound participants

Brenda Leigh Brown

Abstract

The purpose of this study was to evaluate the impact of self-efficacy and motivation characteristics on the achievement of at-risk students. Seventy-nine Upward Bound program participants completed self-efficacy, motivation, and demographic questionnaires. The relationship between GPA and self-efficacy was significant, negative, and low in strength. High GPA was associated with high self-efficacy (as shown by lower numbers on the survey). Gender, length of time in the Upward Bound (UB) program, length of participation in the UB summer program, college sponsor (community or four-year college), self-efficacy characteristics, and motivation characteristics significantly predicted academic achievement as measured by GPA. The relationship between motivation and self-efficacy was significant and low in strength. The results showed that higher extrinsic motivation was associated with higher intrinsic motivation. Results also showed that higher self-efficacy was associated with lower amotivation and higher intrinsic motivation. The author suggests that researchers continue to study self-efficacy and motivation characteristics to determine strategies for academic success of at-risk students.