Academic Self-Efficacy, Intrinsic Motivation and Academic Achievement: Moderating Effect of Gender

Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Sage Publications, Inc.
Al Zoubi, S. M., & Younes, B. M. A. (2015). Low academic achievement: Causes and results. Theory and Practice in Language Studies, 5(11), 2262-2268. http://dx.doi.org/10.17507/tpls.0511.09
Angus, D. (2004). Understanding academic performance and progression of first-year accounting and business economics undergraduates: the role of approaches to learning and prior academic achievement. Accounting Education, 13 (4), 409-430. https://doi.org/10.1080/0963928042000306800
Aquino, K., & Bommer, W. H. (2003). Preferential mistreatment: How victim status moderates the relationship between organizational citizenship behavior and workplace victimization. Organization Science, 14(4), 374–
385. https://doi.org/10.1287/orsc.14.4.374.17489
Areepattamannil, S., Freeman, J.G. & Klinger, D.A. Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India. Soc Psychol Educ 14, 427–439 (2011). https://doi.org/10.1007/s11218-011-9155-1
Arnold, H. J. (1982). Moderator variables: A clarification of conceptual, analytic, and psychometric issues. Organizational Behavior & Human Performance, 29(2), 143–174. https://doi.org/10.1016/0030-5073(82)90254-9
Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
Choi, N. (2005). Self-efficacy and self-concept as predictors of college students' academic performance. Psychology in the Schools, 42 (2), 197-205. https://doi.org/10.1002/pits.20048
Cooper, D. R., & Schindler, P. S. (2001). Business Research Methods. McGraw-Hill Higher Education, London.
Cohen, J., & Cohen, P. (1983). Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences. Hillsdale, NJ: Erlbaum.
Cortright, R. N., Lujan, H. L., Blumberg, A. J., Julie, H., Cox, J. H., & DiCarlo, S. E. (2013). Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students. Advances in Physiology Education, 37, 227-232. https://doi.org/10.1152/advan.00018.2013
Cho, M. H., and Shen, D. (2013). Self-regulation in online learning. Distance Educ. 34, 290–301. https://doi.org/10.1080/01587919.2013.835770
Crippen, K. J., Biesinger, K. D., Muis, K. R., & Orgill, M. (2009). The Role of Goal Orientation and Self- Efficacy in Learning from Web-Based Worked Examples. Journal of Interactive Learning Research, 20(4), 385-403. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved November 23, 2022 from https://www.learntechlib.org/primary/p/28350/.
Danilowicz-Gosele, K., Lerche, K., Meya, J., & Schwager, R. (2017). Determinants of students’ success at university. Education Economics, 25(5), 513-532. http://doi.org/10.1080/09645292.2017.1305329
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Determination in Human Behavior. Plenium, New York.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169–189. https://doi.org/10.1207/s15326985ep34033
Erten, I. H. (2014). Interaction between academic motivation and student teachers' academic achievement. ERPA INTERNATIONAL CONGRESS ON EDUCATION (ERPA CONGRESS 2014) 152 , pp.173-178.
Gebka, B. (2014). Psychological determinants of university students’ academic performance: an empirical study. J. Further High. Educ. 38, 813–837. doi: 10.1080/0309877X.2013.765945
Glazer S. (2005). Gender and learning: are there innate differences between the sexes? CQ Res 15: 445–468.
Gravetter, F. J., & Forzano, L. A. B. (2009). Research methods for the behavioral sciences. Belmont, CA: Wadsworth Cenage Learning.
Hair, J., Anderson, R., Tatham, R., & Black, W. (1998). Multivariate data analysis. 5th Edition, Prentice Hall, New Jersey.
Hong, S. (1984). The age factor in the prediction of tertiary academic success. Higher Education Research and Development, 3(1), 61-70.
Doi:10.1080/0729436840030105.
Haworth, C. L., & Levy, P. E. (2001). The importance of instrumentality beliefs in the prediction of organizational citizenship behaviors. Journal of Vocational Behavior, 59(1), 64–75. https://doi.org/10.1006/jvbe.2000.1784
Honicke, T., and Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: a systematic review. Educ. Res. Rev. 17, 63–84. doi: 10.1016/j.edurev.2015.11.002
Hsieh, T. L. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. High Education, 68, 417-433.
Huang, C. (2012). Gender differences in academic self-efficacy: a meta-analysis. European Journal of Psychological Education, 28, 1–35. doi: 10.1037/cou0000219
Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28(1), 1–35. https://doi.org/10.1007/s10212-011-0097-y
Khalid, S. A., Jusoff, K., Othman, M., Ismail, M., & Abdul Rahman, N. (2010). Organizational citizenship behaviour as a predictor of student academic achievement. InternationalJournal of Economic and Finance, 2(1), 65-71.
Koseoglu, Y. (2015). Self-Efficacy and academic achievement – A case from Tukey. Journal of Education and Practice, 6(29), 131-141. https://eric.ed.gov/?id=EJ1081281
Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610. https://doi.org/10.1177/001316447003000308
Kuncel, N. R., Crede, M., Thomas, L. L. (2007). The validity of self-reported grade point averages, class ranks, and test scores: a meta-analysis and review of the literature. Review of Educational Research. 2017;75(1):63–82. doi: 10.3102/00346543075001063.
Li, S., Xu, Q., & Xia, R. (2020). Relationship between SES and academic achievement of junior high school students in China: The mediating effect of self-concept. Frontiers in Psychology, 10, 1-7. https://doi.3389/fpsyg.2019.02513
Mathew, V. N., & Chung, E. (2020). University students’ perspectives on open and distance learning (ODL) implementation amidst Covid-19. Asian Journal of University Education, 16(4), Special Issue, 152- 165.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346. https://doi.org/10.1037/0033- 295X.91.3.328
Nunnally, J. C. (1978) An Overview of Psychological Measurement. In: Wolman B.B. (eds) Clinical Diagnosis of Mental Disorders. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-2490-4.
Perger, M., & Takacs, I. (2016). Factors contributing to students’ academic achievement success based on the students’ opinion at BME Faculty of Economic and Social Sciences. Periodica Polytechnica Social and Management Sciences, 24(2), 119-135. Doi:10.3311/PPso.8843
Perna, L.W., Thomas, S.L. (2008). Theoretical perspectives on student success: Understanding the contributions of the disciplines. ASHE Higher Education Report, 34(1), 1-87.
Robert, W. (2013). Relevance of prior academic qualifications to predicting the academic achievement of undergraduate students: An analysis of law enrollees at Makerere University. Journal of College Teaching & Learning, 10(2), 143-
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261
Roebken, H. (2007). The Influence of Goal Orientation on Student Satisfaction, Academic Engagement and Achievement, Electronic Journal of Research in Educational Psychology, 5(3), 679-704.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68.
Schroeder, M. (1990). Diagnosing and dealing with multicollinearity. Western Journal of Nursing Research, 12(2), 175-184.
Schroeder, S. (2011). Student success in higher education. Executive summary. AFT Higher Education. (Online). Available from:
http://www.aft.org/pdfs/highered/studentsuccess0311.pdf(Accessed: 11
January2021).
Sekaran, U., & Bougie, R. (2010). Research methods for business: A skill building approach. (5th ed.). John Wiley & Sons.
Sikhwari, T. D. (2014). A study of the relationship between motivation, self concept and academic achievement of students at a university in Limpopo Province, South Africa. International Journal of Educational Science, 6(1), 19-25. https://doi.org/10.1080/09751122.2014.11890113
Sharma, S., Durand, R. M., & Gur-Arie, O. (1981). Identification and analysis of moderator variables. Journal of Marketing Research, 18(3), 291–300. https://doi.org/10.2307/3150970
Schatt, M. D. (2011). High School Instrumental Music Students' Attitudes and Beliefs regarding Practice: An Application of Attribution Theory. Applications of Research in Music Education, 29(2), 29-40.
Slater, J. A., & Lujan, H. L., & DiCarlo, S. E. (2007). Does gender influence learning style preferences of first-year medical students? Adv Physiol Educ 31: 336–342, 2007. https://doi.org/10.1152/advan.00010.2007
Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal, 38(5), 1442–1465. https://doi.org/10.2307/256865
Stone-Romero, E. F., & Anderson, L. E. (1994). Relative power of moderated multiple regression and the comparison of subgroup correlation coefficients for detecting moderating effects. Journal of Applied Psychology, 79(3), 354–
359. https://doi.org/10.1037/0021-9010.79.3.354
Talsma, K., Schuza, B., Schwarzerc, R., and Norrisa, K. (2018). I believe, therefore I achieve (and vice versa): a meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learn. Individividual Differences. 61, 136–150.
doi: 10.1016/j.lindif.2017.11.015
Tepper, B. J., Lockhart, D., & Hoobler, J. (2001). Justice, citizenship, and role definition effects. Journal of Applied Psychology, 86(4), 789–796. https://doi.org/10.1037/0021-9010.86.4.789
Tenaw. Y. A. (2013). Relationship Between Self-Efficacy, Academic Achievement And Gender In Analytical Chemistry At Debre Markos College Of Teacher Education. AJCE, 3(1), 3-28.
https://www.ajol.info/index.php/ajce/article/view/84850
Trevino, N. N., & DeFreitas, S. C. (2014). The relationship between intrinsic motivation and academic achievement for first generation Latino college students. Social Psychology of Education: An International Journal, 17(2), 293–306. https://doi.org/10.1007/s11218-013-9245-3
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts. Journal of Personality and Social Psychology, 87(2), 246–260. https://doi.org/10.1037/0022-3514.87.2.246
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal-contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19-31. https://doi.org/10.1207/s15326985ep4101_4
Wiener, Y., Muczyk, J. P., & Martin, H. J. (1992). Self-esteem and job involvement as moderators of the relationship between work satisfaction and well-being. Journal of Social Behavior & Personality, 7(4), 539–554.
York, T. T., Gibson, Charles, & Rankin, S. (2015). Defining and Measuring Academic Success. Practical Assessment, Research & Evaluation, 20(5). Available online: http://pareonline.net/getvn.asp?v=20&n=5
Zhang, L., & Leung, J.-P. (2002). Moderating effects of gender and age on the relationship between self- esteem and life satisfaction in mainland Chinese. International Journal of Psychology, 37(2), 83– 91. https://doi.org/10.1080/00207560143000252
Zhu, Y. Q., Chen, L. Y., Chen, H. G., & Chern, C. C. (2011). How does Internet information seeking help academic performance? – The moderating and mediating roles of academic self- efficacy. Computers & Education, 57(4), 2476-2484. Elsevier Ltd. Retrieved November 23, 2022 from https://www.learntechlib.org/p/167323/.
Zimmerman, B. J. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25 (1), 82-91.

In-Text Citation: (Khalid & Rahman, 2023)
To Cite this Article: Khalid, S. A., & Rahman, N. A. (2023). Academic Self-Efficacy, Intrinsic Motivation and Academic Achievement: Moderating Effect of Gender. International Journal of Academic Research in Business and Social Sciences, 13(1), 1085 – 1098.

Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode