Abstract

Nowadays, education experts are agreeing that potential curriculum not only should be one of the aims of education and training, but also it should be the essential part of training in every profile; this study was to considering the relationship between potential curriculum and motivation for academic achievement and educational self-efficacy among University Students of military Medical Sciences University and its method was quantitative and cohesion-type.  Participators were including 300 people from University Students of military Medical Sciences University, the method of sampling is done classical accidentally. Data were analyzed using SPSS21 and Pearson correlation test and stepwise regression test; findings showed that there is a positive and meaningful relationship between potential curriculum and motivation for academic achievement in the level of p<0/01 and r = /63. The results of using from stepwise regression test showed that potential curriculum factors (critical thinking, body space, interactions, evaluation method, teaching method) is able to precipitate motivation of educational achievement, there is a positive and meaningful relationship between potential curriculum and educational self-efficacy in the level of p<0/01 and r = /46. Also, fourth hypothesis results showed by stepwise regression that potential curriculum factors (body space, critical thinking, teaching method, master and student interactions) is able to precipitate self-efficacy. According to the results of this study, while potential curriculum and its factors have positive effect on self-efficacy and motivation of educational achievement of university students, master education styles should be designed so that enforce potential curriculum which is cause to improve self-efficacy and motivation for educational achievement among students.