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Introduction: Academic commitment is an important factor in predicting students' continuing education and academic achievement, which can be explained based on the self-regulatory model. Accordingly, this study was conducted to investigate the relationship between self-efficacy and academic commitment with the mediating role of achievement-motivation in students.
Methods: The research method is correlational and types of structural equation modeling that was conducted in the academic year 2010-2011. 300 students of Rafsanjan University of Medical Sciences were selected by quota sampling method. Data were collected by using the Student Academic Self-Efficacy Scale, the Academic Commitment Scale, and the Achievement Motivation Questionnaire. Data analysis was performed by using SPSS software version 19 and Smart-PLS and structural equation modeling was used to investigate the mediating role of achievement motivation in the relationship between self-efficacy and academic commitment.
Results: The mean and standard deviation of the variables of academic commitment 129.58±25.05, self-efficacy 118.29±2681, and achievement motivation 84.73±14.75 were calculated as mentioned. Pearson correlation coefficient showed that academic commitment has a positive and significant correlation with self-efficacy (r = 0.469, P = 0.0001(and achievement motivation (r = 0.574, P = 0.0001(. The results also showed that self-efficacy with a path coefficient of 0.247 with the mediating role of achievement motivation ffects on academic commitment (t = 7.727, P = 0.0001(.
Conclusions: Findings show that self-efficacy has directly and with the mediating role of achievement motivation has been effective on students' academic commitment. It is suggested that medical education centers pay attention to promoting self-efficacy and motivation for achievement in students to increase the academic commitment of students.