Developing a Model of Academic Motivation Based on Self-Efficacy Strategy Mediated by Emotional Intelligence in High School Students in Marivan

This study aims to develop a structural model of academic motivation based on self-efficacy strategy mediated by emotional intelligence in high school students in Marivan. In terms of purpose, this study is an applied research that was conducted using descriptive-correlative method and structural model analysis (SEM). The statistical population of the study included all high school students in the 2019–2020 academic year in Marivan. The sample group consisted of 330 subjects (174 boys, 156 girls) that were randomly selected by multistage cluster sampling. The Academic Engagement Questionnaire (AEQ) (Fredericks, Bloomfield, & Paris, 2004), the Schreira et al. (1982) Self-Efficacy Questionnaire, and the Sibriashring Emotional Intelligence Questionnaire (SEIQ) were used to collect data. Data analysis was conducted using SPSS and Amos software. The psychometric properties of these instruments were examined and their usefulness was ensured. The results showed that emotional intelligence and self-efficacy had significant positive direct effect on academic achievement with 0.35 and 0.30 respectively. The results also showed that self-efficacy and emotional intelligence directly and indirectly predicted students’ academic motivation respectively.