Relationship between Quality of Learning Experiences & Academic Self-Efficacy with Mediating Role of Academic Motivation (Sample Study: Female High School Students)

The aim of this study was to explain the relationship between quality of learning experiences and academic self-efficacy with the mediating role of academic motivation. The study is applied in terms of purpose and the nature of the research is a descriptive correlation. The statistical population included all female high school students in Shirvan. Using Cochran's formula, the statistical sample size was estimated to be 235 people. 220 questionnaires were returned. Data collection methods include two methods of library and field study. The data collection tools were questionnaires: Morgan-Jenks (1999) Academic Self-Efficacy Questionnaire, Newman (1990) Quality of Learning Experiences Questionnaire, Harter Academic Motivation Questionnaire (1981). The research instrument had face and content validity and reliability was calculated using Cronbach's alpha coefficient of 0.88, 0.74 and 0.77, respectively. Research data were analyzed using SPSS and PLS software. The results of descriptive statistics showed that the authors of academic self-efficacy and academic motivation are at a very good level and the quality of learning experiences is at an average level. Inferential analysis also showed that there is a relationship between the quality of learning experiences and academic self-efficacy with the mediating role of academic motivation in female high school students in Shirvan.