Self-efficacy, motivation, and academic adjustment among African American women attending institutions of higher education

This study examined the relationships among self-efficacy beliefs, intrinsic and extrinsic motivation, and academic adjustment among 111 African American women in college. Results revealed that self-efficacy beliefs predicted Motivation to Know, Externally Regulated motivation, Identified motivation, and academic adjustment. Furthermore, Motivation to Know partially mediated the relationship between self-efficacy beliefs and academic adjustment. Contrary to prediction, extrinsic motivation did not mediate the relationship between self-efficacy beliefs and academic adjustment. The implications of these findings for faculty, higher education administrators, and mental health counselors are provided, as well directions for future research.