The relationship between school's social-emotional atmosphere and academic motivation with academic self-efficacy

Introduction: Self-efficacy as a motivating factor leads to increased academic performance and stress reduction. The identification of factors affecting self-efficacy has a significant impact on academic achievement. The purpose of this study was to determine the relationship between school-social-emotional atmosphere and academic motivation with high school girl student self-efficacy. Method: The research method was correlational and the community included 1402 high school students. 300 girl high school students of Abbas-abad high schools were selected by stratified random sampling in 2013-14. The socio-emotional-social school questionnaire, prepared by Banglor University, Valrand et al (1992) Educational Motivation Questionnaire and Jery Jing and Morgan (1991) Self-efficacy scale, were used to collect information. Data analysis was done by multiple stepwise regression analysis. Results: Results showed that there is a positive and significant relationship between the socio-emotional atmosphere of the school and the studentchr('39')s academic self-efficacy.  There is a positive and significant relationship between academic motivation of students (external and internal motivation) and academic self-efficacy and there is a negative and significant relationship between lack of motivation and self-efficacy. Conclusion The socio-emotional atmosphere of school and academic motivation were able to predict  the academic self-efficacy of female students significantly.