Volume 3,Issue 9
The Relationship between Academic Motivation, Academic Self-efficacy and Teacher Immediacy among Chinese First-year College Students
This study examines the relationship between academic motivation, academic self-efficacy, and teacher immediacy among Chinese first-year college students (N=35). Results indicate a positive relationship between academic motivation and academic self-efficacy (extrinsic: ρ=.43, p<.05; intrinsic: ρ=.46, p<.01). Academic motivation is also positively related to teacher immediacy behaviours across instructional (extrinsic: ρ=.31; intrinsic: ρ=.41), relational (extrinsic/intrinsic: ρ=.36), and personal dimensions (extrinsic: ρ=.36; intrinsic: ρ=.46). Although a positive trend exists between academic self-efficacy and teacher immediacy, it was not statistically significant. The findings support previous theoretical claims and offer practical suggestions for enhancing student motivation in Chinese higher education.
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