Methodology: the statistical population of the present descriptive, correlational, cross-sectional study included all undergraduate midwifery students of School of Nursing and Midwifery of Medical universities in Tehran, including Iran, Tehran, and Shahid Beheshti university. Ansari’s Student Self-Efficacy Questionnaire (2010) and Valrnd’s Student Academic Motivation Questionnaire (1992) were used to collect necessary data. The validity of the questionnaire was determined through content validity and reliability was measured through Cronbach’s alpha as 0.819 and 0.809 for self-efficacy and motivation in order. The collected data was analyzed using SPSS software, version 16. Results: The mean of motivation score was 139.95 and the rate of self-efficacy was 74/59, which turned out to be high. There was significant relationship between motivation and self-efficacy (p>0.001). Extrinsic motivation had the highest average score among other motivational dimensions; regression test showed a correlation between changes in self-efficacy and motivation.Introduction: Motivation is one of the key factors in the process of learning and it is the sole factor that has a direct impact on academic success; it can function as an index to measure academic performance and success of university students. Midwives are responsible for taking care of more than half of the population of the country. Thus, the present study was conducted to examine the relationship between self-efficacy and motivation among 2016 midwifery students of Tehran University of Medical sciences.Discussion and conclusion: Considering the relationship between external motivation and self-efficacy of students, increased motivation, self-efficacy, and academic success can be achieved through planning, encouragement, and offering incentives.
