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Objective: This study aimed to investigate the relationship between self-efficacy and academic motivation in Kosovo undergraduate students. It also examined whether the relationship between academic motivation and self-efficacy was significantly mediated by the effect of educational achievement. It also took into account the role of the socio-economic status in this relationship. Theoretical Framework: The rationale of this study was framed within the theoretical framework of self-determination that focuses on the controlled behavior in academic performance and within the theoretical framework of self-efficacy which is based on belief in one's ability to complete specified tasks or goals. Methods: This study used a quantitative methodology by adopting standardized measures including a 27-item survey of academic motivation and a 10-item instrument of self-efficacy. The construct of academic achievement was measured by a self-reported average grade of students and a socio-economic status questionnaire was designed for this purpose of this study. Data collection was carried out online through the online Qualtrics platform. Results and Conclusions: The results showed that there was a statistical significant effect of self-efficacy to both extrinsic and intrinsic motivation. Results revealed that there was no significant correlation between academic achievement and self-efficacy or academic motivation and no significant correlation between the socio-economic status scores and all the variables. Implications of research: The findings of this study have practical implications for university administrators and researchers focused in students’ retention in universities and their academic achievements. It demonstrates that how well students are academically motivated to achieve their academic goal very well depends on their perceived self-efficacy. Originality/value: The study included a range of 85 undergraduate students from the department of psychology and the department of English language. The novelty of this study is that it examined Albanian speaking undergraduates, which is a highly underrepresented population in this area of study.
Çelçima et al. (Wed,) studied this question.