From Motivation Components to Academic Achievement Prediction

Abstract

This research aims to determine the relationship among the mental and motivation components include self-efficacy (SE), the self-regulation learning (SRL), the intrinsic motivation and the use of cognitive strategies, and test anxiety, as well as their effects on academic performance in the blended-learning environments during the COVID-19 pandemic. By studying the academic achievement and motivation components of 392 Accounting major Sophomores and Juniors, reducing test anxiety and improving self-efficacy were revealed to be the important methods toward success. Also, the use of self-regulation and cognitive strategies as the intermediary variables could have impact on the academic performance. Through the empirical study and a review of academic motivation and academic performance literature before and after COVID-19, this research proposed 4E (Effort, Enthusiasm, Expectation, and Easiness) as the predictive framework and key motivation factors for potential intelligent tutoring systems and adaptive learning systems on the early academic warning and intervention of students’ academic progress.