







































Children and Teenagers 
ISSN 2576-3709 (Print) ISSN 2576-3717 (Online) 

Vol. 1, No. 2, 2018 
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93 
 

Original Paper 

Motivation, Fortitude and Success: The Impact of Academic 

Efficacy and Academic Commitment on Academic Performance 

among Minority High School Students 
Christina Hughes1, Carla Jones-Adams2 & David Branham Sr.1* 

1 Department of Social Sciences, University of Houston-Downtown, Houston, Texas, United States 
2 Boys and Girls Clubs of Greater Houston, Masters of Nonprofit Management Program, University of 

Houston-Downtown, Houston, Texas, United States 
* David Branham Sr., Department of Social Sciences, University of Houston-Downtown, Houston, 

Texas, United States 

 
Received: September 11, 2018   Accepted: September 28, 2018   Online Published: October 8, 2018 

doi:10.22158/ct.v1n2p93                         URL: http://dx.doi.org/10.22158/ct.v1n2p93 

 
Abstract 

The importance of understanding the elements of success in the education of minority high school 

students is immense. Recognizing the causes of academic success for these students allows educators to 

employ better educational and motivational strategies. It has been shown that academic efficacy and 

academic commitment have a positive impact on academic performance. However, the interaction and 

relationship between these two variables in having a positive effect on education outcomes among 

minority high school students is not clear. This paper looks at the relationship between academic 

efficacy and academic commitment on academic performance among minority high school students. 

The findings reveal that academic commitment is positively associated with academic performance. 

However, while academic efficacy has a positive impact on academic commitment the results show that 

academic efficacy has no direct impact on academic performance among the respondents. 

Keywords 

minority education, educational commitment, educational efficacy 

 

 

 

 

 



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1. Introduction 

Despite the view put forth by Horace Mann in 1854 that education could be the “great equalizer”, 

educational success and opportunities in the United States are still far from being the same for everyone. 

There are still vast differences in achievement when students are disaggregated by race/ethnicity, 

socio-economic status, and parental education. Education policy researchers have long proposed that 

these educational outcome differences are a result of differences in school funding, lack of resources, 

and school overcrowding (Burtless, 1996; Card & Krueger, 1996; Hoxby, 1998). Other researchers 

point to factors outside the school such as human, family, and social capital found in the homes and 

communities of these students (Bankston et al., 1997; Bankston, 2004; Coleman, 1988; Desimone, 

2001; Lareau, 1987). Social cognitive theory looks at the impact of psychological variables on student 

outcomes, mainly students’ motivation and efficacy. Perhaps the most prominent research in this realm 

was done by Morgan (2005) who showed that student beliefs were directly related to commitment and 

success in education. A big part of this success has been due to an educational culture that values high 

commitment by rewarding committed students with higher grades (Farkas et al., 1990). This finding 

was particularly important in understanding educational success for minority children. Morgan et al. 

(2013) reinforced this finding by showing that student beliefs were not only directly related to student 

commitment and success, but that beliefs were important to success outside of their connection to 

educational commitment. 

Efficacy is defined as the “people’s judgments of their capabilities to organize and execute courses of 

action required to attain designated types of performance” (Bandura, 1986, p. 391). A vast amount of 

empirical research support the theory that self-efficacy has an impact across a multitude of human 

activities (Bandara, 1997). Research has demonstrated that efficacy beliefs impact career choice, 

persistence in certain majors, and academic performance among college students (Betz & Hacket, 1981, 

1983; Lent, Brown, & Larkin, 1984, 1987; Brown, Lent, & Larkin, 1989; Bembenutty & White, 2013). 

Focusing on young children, Schunk found a link between children’s self-efficacy, motivation, and 

performance (Schunk, 1991). 

Many studies have been conducted specifically looking at the link between self-efficacy beliefs and 

academic performance. In mathematics, perceived efficacy has been shown to be a stronger predictor of 

academic outcomes than skills and past performance (Pajares & Graham, 1999). In a meta-analysis of 

thirty-eight studies on the relationship between self-efficacy beliefs and academic outcomes, Multon et 

al. (1991) found efficacy beliefs account for approximately 14% of the variance on students’ academic 

performance. In addition, they also found a consistent relationship between self-efficacy and academic 

persistence across the thirty-eight studies (Multon, Brown, & Lent, 1991). More recent studies have 

demonstrated a direct link between self-efficacy beliefs and academic outcomes across multiple subject 

areas (Schunk et al., 2008; Usher & Pajares, 2008; Hassankhani et al., 2015; Hsia, Huang, & Hwang, 



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2016; Salasar & Hayward, 2018). 

1.1 Research Questions 

This research focuses on the link between efficacy, commitment, and student performance among 

minority high school teenagers. Three hypotheses are statistically tested. These include: 

Hypothesis 1: Minority high school students with high educational efficacy will have higher academic 

commitment than students with low academic efficacy. 

Hypothesis 2: Minority high school students with a high level of educational commitment will do better 

in math and reading/language arts than those with lower confidence levels. 

Hypothesis 3: Minority high school students with a high level of educational efficacy will do better in 

math and reading/language arts than those with lower confidence levels. 

 

2. Methodology 

2.1 Research Participants 

The analysis uses survey responses from 63 minority high school students at various Boys and Girls 

Clubs in the Houston area. The instrument used for the analysis was a 34 item questionnaire designed 

to ascertain students’ education attitudes. The survey was conducted from January to May in 2017.  

2.2 Data Collection 

The survey was collected in a face to face manner by the United Way Greater Houston and 

administered to 9th to 12th grade students in various agencies around the city. Demographic data was 

collected but not reported publically to protect the identity of the students. Students who reported that 

they were Black, Hispanic, or from a race/ethnicity other than non-Hispanic white were included in this 

analysis. Those who identified themselves as non-Hispanic whites or refused to identify their 

race/ethnicity were eliminated from the analysis so that the focus could be on minority students. 

Each question in the instrument was given to the student in text form and read allowed to them to make 

sure there was complete understanding. In asking opinion questions students were told that there was 

no right or wrong answer. In addition, they were asked to refrain from answering until the question was 

read completely and were asked to answer as truthfully as possible. Students were also assured that 

their parents or guardians would not be given their answers, and that their names would not be used. 

2.3 Research Design 

The dependent variables for the multivariate analysis were student reported grades in reading and 

language arts, and math. Students were asked to record the grades that best described their performance 

in each subject area. The breakdown of the reported scores for the 63 students is displayed in Table 1. 

Overall, 22 of the 63 students report making mostly A’s in reading and language arts. Another 23 report 

making mostly B’s and 17 more report making mostly C’s in the subject. Only one student reported 

making mostly D’s in reading and language arts. The reported math grades were somewhat lower. Only 



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17 students reported making mostly A’s, 25 students reported making mostly B’s, and 17 students 

reported making mostly C’s. Three students reported making mostly D’s in math and one student 

reported making mostly F’s in the subject. 

 

Table 1. Dependent Variable cross Tabulation of 63 Minority High School Students 

What grades do you 

usually receive in: 

Reading/Language 

Arts? 

Math? 

Mostly ___ A’s 

(100-90) 

22 17 

Mostly ___ B’s 

(89-80) 

23 25 

Mostly ___ C’s 

(79-70) 

17 17 

Mostly ___ D’s 

(69-60) 

1 3 

Mostly ___ F’s (59 

or below) 

0 1 

 

2.4 Data Analysis 

Two latent variables, Academic Commitment and Academic Efficacy, serve as independent variables in 

the analysis. These two latent variables in the analysis are measured with factor scores in a non-rotated 

confirmatory factor analysis using a series of six observed respondent answers as indicators. Students 

were told “I am going to read some sentences to you. I really want to know how you honestly feel 

about school. I will read each sentence twice. There are no right or wrong answers—just please answer 

the questions as truthfully as possible”. Students were asked if they “strongly agree”, “agree”, 

“disagree”, or “strongly disagree” with each question. To measure academic commitment the responses 

to four statements are used. They are: 

1) I work as hard as I can in my classes. 

2) I always concentrate on school subjects during class. 

3) I keep trying at something until I succeed. 

4) I motivate myself to do my schoolwork. 

Academic efficacy is measured with responses to two statements. They are: 

1) The harder you work at something the better you will be at it. 

2) You can always change how smart you are. 

 



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To test the hypotheses a recursive structural equation model is constructed. Academic Efficacy will 

serve strictly as an independent variable and is hypothesized to have a positive impact on both 

academic commitment and student performance in both reading/language arts and math. Academic 

Commitment will be an intervening variable in the mediation model presented and is hypothesized to 

have a positive impact on academic performance. 

 

3. Results 

The principal components extraction results for the two latent variables in the confirmatory factor 

analysis are presented in Table 2. The four indicators of academic commitment produced a single 

eigenvalue over one of 2.11. Each indicator correlated with the latent variable at .65 or higher. Nearly 

53% of the variance was explained by the indicators. The two indicators of academic efficacy produced 

an eigenvalue of 1.53 explaining 76.3% of the variance. The indicators correlated at .87. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



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.72 

 

.65       .87 

 

.76 

.72                                             .87 

 

 

Figure 1. Principal Components Extraction of Latent Independent Variables in the Analysis. The 

Eigenvalue for Academic Commitment is 2.11 (52.7% of Variance Explained). The Eigenvalue of 

Academic Efficacy Is 1.53 (76.3% of Variance Explained). Coefficients Are Component Loadings 

 

 

 

 

 

 

 

 

 

I keep 
trying at 

something 
until I 

 
I motivate 
myself to 

do my 

 

The harder 
you work at 
something 
the better 

   
  

You can 
always 

change how 
  
 

I work as 
hard as I 
can in my 

 

I always 
concentrate 
on school 
subjects 

 
 

Academic 
Commitmen

 

Academic 
Efficacy 



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.31* 

 

.27* 

 

.03 

 

 

 

 

.35* 

 

.27* 

 

-.01 

 

Figure 2. Structural Equation Models for Latent Variable Prediction of Academic Performance 

Coefficients are standardized beta estimates. * = statistically significant at the .05 level, two tailed test. 

 

To test the hypotheses the structural equation model was designed to test three separate relationships. 

First, academic efficacy is hypothesized to increase academic commitment. The premise in this theory 

being that the belief that education can make a positive difference will provide motivation in the form 

of academic commitment. The second hypothesis is that academic commitment will positively impact 

academic performance, in this case performance in reading/language arts and math. The final 

hypothesis is that educational efficacy will have a positive impact on academic performance controlling 

for its effect on academic commitment. This hypothesis asserts that academic efficacy, the belief that an 

individual has the power to produce a positive academic outcome, will increase academic achievement 

Academic 
Commitment 

Academic 
Efficacy 

Math Performance 

Academic 
Commitment 

Academic 
Efficacy 

Reading/Language 
Arts Performance 

 



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not only as a factor to improve commitment, but simply as an available avenue of success. 

The results from the structural equation model are exhibited in Figure 2. The data reveal that minority 

high school students who have strong believes that education can change their lives and that they can 

succeed are significantly more committed in their studies. This commitment translates into significantly 

better academic performance, both in reading/language arts and in math. However, the hypothesis that 

academic efficacy by itself will increase academic performance is not supported in either model. In fact, 

the standardized coefficients are almost exactly zero. The data suggest that academic efficacy has 

power to produce academic success by motivating academic commitment. However, the impact is only 

indirect with academic efficacy not producing educational success directly. 

A look at the final portion of the model can be seen in Table 2. Here the coefficients are presented in an 

ordered probit model. A model such as this is optimal when the dependent variable is ordinal in nature 

as is the case with the student success measures presented in this analysis. The results in Table 2 further 

confirm the results of the structural equation models. The evidence suggests that academic commitment 

is very important to minority student success among high school students. In addition, while academic 

efficacy is positively related to academic commitment, academic efficacy outside of its contribution to 

academic commitment has no impact on student success. Two of the models also include racial and 

ethnic categorical variables. These variables were not statistically significant and their addition to the 

model made no impact on the hypotheses tests. The data suggests that there is not a significant 

difference in academic performance between racial and ethnic groups among these minority high 

school students. 

 

Table 2. Ordered Probit Results Predicting Academic Commitment 

Math Performance Reading/Language Arts Performance 

Latent Variable Coef. (Std Err) Coef. (Std Err) Coef. (Std Err) Coef. (Std Err) 

Academic 

Commitment 

.43 (.15)* .43 (.15)* ..45 (.16)* .44 (.15)* 

Academic Efficacy -.03 (.15) .02 (.14) .01 (.15) -.02 (.15) 

Hispanic -.86 (.73) ----------- .60 (.67) ---------- 

Black -.47 (.73) ----------- .37 (.68) ---------- 

Cut 1 .04 (.72) -.67 (.18) -.95 (.67) -.44 (.17) 

Cut 2 1.21 (.73) .47 (.17) .10 (.66) .61 (.18) 

Cut 3 2.41 (.76) 1.64 (.26) 1.86 (.78) 2.37 (.43) 

Cut 4 3.11 (.85) 2.32 (.44) ---------- ---------- 

*indicates that coefficient is significant at the .05 level, two tailed test. 

 



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4. Discussion 

4.1 Contributions of the Current Study 

The importance of finding keys to educational success among minority teenagers is extremely high. 

Finding pathways to success for minority students can lead to a generation of economic and social 

achievement that has yet to be realized in United States history. Supplemental support systems for 

minority students in schools and nonprofit organizations should take strides to understand the needs of 

minority teenagers and intervene accordingly. 

The results here shed light on those pathways to success. This research underscores the importance of 

commitment to academic success among minority high school students. Minority students who work 

hard on their studies, are tenacious in their pursuit of knowledge, are intrinsically motivated, and are 

more successful at school than those who are not. While this may seem intuitive the priority of 

improving student commitment can take a back seat to providing educational resources and qualified 

teachers. Such omissions in priorities must be avoided. 

The data also suggests that academic efficacy, the belief that an individual has the power to produce a 

positive academic outcome, also plays an important role in academic success for minority teenagers. 

However, the results of this research indicate that academic efficacy’s role is primarily in motivating 

students to commit themselves to their education. 

While the impact of academic efficacy appears to be indirect its importance should not be underscored. 

Previous research shows that a lack of academic self-efficacy most often occurs with minority students 

who are more likely to have a family background without educational success. It is important that 

minority teenagers have an understanding that educational attainment is a worthwhile adventure and 

that working hard in education will bring results with long term payoffs. 

4.2 Implications for Future Research 

Further study should focus on the unique circumstances that minority children face in obtaining the 

efficacy and commitment necessary to succeed in education. In particular, it will be important to find 

interventions that make a positive and resilient impact on the attitudes of minority children toward 

educational attainment. 

 

 

 

 

 

 

 

 



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