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Introduction: Academic motivation and its underlying factors have long been the major concern of educational institutions. Self-efficacy has been a key factor contributing to academic motivation, the students’ interest, and their academic performance. Aim: To investigate the relationship between academic selfefficacy and academic motivation among medical science students in Iran. Materials and Methods: In the present study 264 undergraduate nursing students at Qom University of Medical Sciences, Qom, Iran, were selected through a random sampling method. Data were gathered through academic motivation and academic selfefficacy questionnaires and analysed using multiple regression and descriptive statistical analysis. Results: The mean score of the academic motivation and selfefficacy of students was 145.30±21.40 and 179.46±47.44, respectively. The results of a stepwise-regression analysis showed out of classroom performance as well as semester level explained 19% of the variance in the motivation. Conclusion: Based on the findings of the study, confidence in academic performance out of the classroom resulted in students’ success. Such performance seems to encourage the student to believe in their abilities and their self-efficacy and be more academically motivated.
Taheri‐Kharameh et al. (Mon,) studied this question.