The Predictive Validity of Autonomous Motivation and Self-Concept to College Students' Academic Achievement

Michael Angelo A. Legarde

Abstract: Academic success is commonly measured by the aggregate of grades received by students at various levels. The literature on psychological assessment is flooded with studies on self-concept and motivation. Several research back up the idea that these constructs are powerful facilitators of academic success or performance. As a result, a shift in self-concept and motivation tends to correspond to a shift in academic achievement. As a result, the association between academic self-concept, autonomous academic motivation, and college students' academic achievement was investigated in this study. The study enlisted the participation of 130 college students. The College Students Academic Self-Concept Questionnaire (CSASCQ) and the College Students Academic Motivation Inventory were used to collect data (CSAMI). Statistical analyses were performed to ascertain: (1) whether academic self-concept and academic motivation are significantly related to students' academic achievement, (2) whether there is any significant relationship between academic self-concept and academic motivation, and (3) whether self-concept and academic motivation are significant predictors of students' academic achievement. The findings of study showed that there is a significant positive relationship between academic self-concept and academic achievement; academic motivation and academic achievement; and academic self-concept and academic motivation. As a result, both students' self-concept and academic motivation promote positive learning. As a result, these structures help students reach their full potential and succeed in their academic pursuits.

Keywords: Academic Self-Concept, Motivation, Achievement, Intrinsic Motivation, Extrinsic Motivation