The Predictive Validity of Autonomous Motivation and Self-Concept to College Students' Academic Achievement

Academic success is commonly measured by the aggregate of grades received by students at various levels. The literature on psychological assessment is flooded with studies on self-concept and motivation. Several research back up the idea that these constructs are powerful facilitators of academic success or performance. As a result, a shift in self-concept and motivation tends to correspond to a shift in academic achievement. As a result, the association between academic self-concept, autonomous academic motivation, and college students' academic achievement was investigated in this study. The study enlisted the participation of 130 college students. The College Students Academic Self-Concept Questionnaire (CSASCQ) and the College Students Academic Motivation Inventory were used to collect data (CSAMI). Statistical analyses were performed to ascertain: (1) whether academic self-concept and academic motivation are significantly related to students' academic achievement, (2) whether there is any significant relationship between academic self-concept and academic motivation, and (3) whether self-concept and academic motivation are significant predictors of students' academic achievement. The findings of study showed that there is a significant positive relationship between academic self-concept and academic achievement; academic motivation and academic achievement; and academic self-concept and academic motivation. As a result, both students' self-concept and academic motivation promote positive learning. As a result, these structures help students reach their full potential and succeed in their academic pursuits.