The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) with Academic Performance

This research was aimed to investigate the relationship between motivational beliefs (self-efficacy, motivation, test anxiety) with middle school student's academic performance in Ardabil province. This research is a correlation study. In this study, 75 students were randomly selected. General self-efficacy questionnaire of Scharer and et al., achievement motivation questionnaire (AMQ) of Hermans, and Ahvaz test anxiety inventory were used for data collection. The student's average scores in the previous semester were considered as an index for academic performance. Multivariate regression analysis showed that academic motivation variables (P<0.001), efficacy (P<0.001) and test anxiety (P<0.05) are significant predictors of academic performance. Also, there are significant correlation between self-efficacy, motivation and test anxiety. To qualify, teachers and trainers should provide the right conditions for increasing academic motivation, self-efficacy, and setting test anxiety to more opportunities for student's learning. In addition, empowerment of school counselors for identifying and providing psychological services is essential. Therefore, these results could have important impacts on training and consulting services for students.