| dc.description.abstract | The transition from primary school to secondary education has a significant impact on students, both psychologically (new relationships, discipline, and organizational challenges) and physically (larger building) (Heldorn et al., 2015). Studies have shown that the range of school commitment ultimately affects the successful navigation of this transition (Fredericks et al., 2004; Fuentes & Garcia, 2019; Wang et al., 2014). This thesis examines the relationship between academic self-efficacy and motivation, and also investigates whether school commitment mediates this relationship. The data for this study was obtained from the InTransition research and was completed by 189 participants. The subscale "intrinsic motivation" of the "Self-Regulation Questionnaire-Academic" was used to measure motivation (Magno, 2010). The "Self-efficacy Questionnaire for Children" (Muris, 2001) was used to measure self-efficacy, and the "Educational Identity Processes Scale" (Crocetti et al., 2008) was used to measure school commitment. Three separate regression analyses were conducted, and the relationships were found to be positively significant. Mediation was tested by using PROCESS, revealing full mediation where the effect fully runs through school commitment. Further research could focus on replication and identifying the specific aspects of school commitment that have the greatest impact on the relationship between self-efficacy and motivation. | |
