The Efticacy of Motivationally Related Variables and Family Interaction in Predicting Academic Achievement among High School Students

Abstract

This smdy illvestigated the effects of f amily interactioll, self-efficacy, educational
value, academic motivation and helplessness on academic performance using d(lta
from 203 (125 male and 78 f emale) high school students. Correlarional analysis
indica/ed strong relarions among lite variahles. Results from path model revealed
Ihal educational value, academic motivation, and f amily interaction directly
prellieled academic performance; self-efficacy directly predicted educatiOlwl
mille, academic motivation, and helplessness. However. cOlltrary to available
literature, self-efficacy did 1I0t sigllificantly predict academic performan ce.
Academic motivation alld educational value have directly influenced performance
bllt the direct influence of helplessness 011 performallce faileli to reach
Significance. As expected, self-efficacy played a mediatiollal role between family
illl€ractioll and the other independem variables. The joint collfriburion of the
I'a riables illeluding sex to the variance of performance was 48.S%. However,
academic motivation, educational value, and f amily interaction alolle accounted
Jor 48. 7% in the variance of petformance