Correlation Analysis of Language Skills, Self-Efficacy, Achievement Motivation, and Self-Regulated Learning in Predicting Student Academic Achievement in Higher Education

Abstract

This study examines the correlation between language skills, Self-efficacy, Achievement Motivation and Self-Regulated Learning, in predicting Academic Achievement in higher education. The study addresses the critical problem of low Self-efficacy, Achievement Motivation, and Self-Regulated Learning, which has been linked to poor Academic Achievement. The goal is to explore how these variables influence students' Academic Achievement. Using a quantitative approach and random sampling technique, data was collected from 1,453 students through a questionnaire. The research procedure involved developing instruments, collecting, preparing, analyzing, and interpreting the data. Descriptive and inferential statistics were applied using JASP software. These findings show a significant positive relationship between language skills, especially writing skills, and Self-efficacy, Achievement Motivation, and Self-Regulated Learning. These factors were found to play a crucial role in predicting success in achieving students’ Academic Achievement. The study concluded that strengthening language skills can improve Self-efficacy, Achievement Motivation, and Self-Regulated Learning. Research implications offer a comprehensive solution to improve Academic Achievement.