The Impact of Self-Efficacy on Academic Achievement Mediated by Learning Motivation and Moderated by Socioeconomic Status Among Jordanian EFL Students

With learning motivation as a mediator and socioeconomic status (SES) as a moderator, this study examined the role of self-efficacy in predicting academic achievement among English as a Foreign Language (EFL) students in Jordan. A survey was conducted among EFL students from Jordanian universities during the 2022-2023 academic year. A stratified random sampling was used, resulting in a total of 429 completed questionnaires. The data were analyzed using structural equation modeling. The results indicate that self-efficacy is positively related to academic achievement and to learning motivation. Thus, higher self-efficacy is associated with better academic achievement. Furthermore, learning motivation significantly contributes to academic achievement, highlighting its crucial role as a mediator. Additionally, socioeconomic status influences learning motivation and interacts with self-efficacy to affect it. In conclusion, higher self-efficacy is linked to increased learning motivation, leading to improved academic achievement, and socioeconomic status plays a critical role in moderating the relationships between self-efficacy, learning motivation, and academic achievement.