The level of academic self-efficacy and its relationship to achievement goal orientations and academic achievement

Abstract

This research aimed to determine the degree of academic self-efficacy among postgraduate university students and to explore its correlation with achievement goal orientation and academic achievement. The study employed a quantitative descriptive and comparative methodology, sampling 363 male and female postgraduate students from diverse disciplines within the College of Education at King Saud University. An achievement goal orientation scale along with a self-constructed academic self-efficacy scale was used for data collection. The findings indicated that students exhibited a high level of academic self-efficacy. However, no significant relationship was found between academic self-efficacy and performance-approach or performance-avoidance orientations. A negative correlation was observed between academic self-efficacy and mastery-avoidance orientation, a positive relationship between academic self-efficacy and mastery-approach orientation and a positive relationship between academic self-efficacy and academic achievement. There were also differences in academic self-efficacy according to the stage of study (M.A. versus Ph.D.) However, no significant differences were found in academic self-efficacy according to gender (male and   female).