The reciprocal relationships of cognitive motivational factors, non-cognitive motivational factors, and academic success among university students

According to Bandura’s theoretical lens of reciprocal determinism, cognitive motivational factors, non-cognitive motivational factors, and academic success can have a mutually influential relationship. However, empirical studies supporting this position are scarce, and no known study has investigated the influence of academic success on its associated factors. This study examined the reciprocal relationships among the factors of academic success and how they influence one another and are, in turn, impacted by academic success. The study drew on a representative group of 287 university students, comprising 201 females and 86 males, all between 18 and 21 years of age. The research utilised advanced statistical modelling to examine the relationships between variables, specifically structural equation modelling (SEM) with the partial least squares (PLS) approach, supported by WarpPLS version 7.0 software. The model achieved a good fit and quality indices. The findings revealed significant reciprocal relationships between cognitive and non-cognitive motivational factors and academic success at the between-factors level. Additionally, academic success significantly influenced its determinant factors. This study concludes that academic success can impact any factor that interacts with it significantly, making it a potential instrument for societal transformation and sustainable development.