Self-efficacy, or confidence in one’s ability to do a task, is a key element that affects students’ motivation and performance. For that reason, the main purpose of this study was to collect specific information about students’ self-efficacy and factors affecting it. This includes comparing the differences between three Moroccan universities representing public and private institutions in terms of students’ self-efficacy. A sample of 365 undergraduate students responded to the questionnaire on self-efficacy for self-regulated learning on a 5-point Likert scale. The findings demonstrate that students' level of self-efficacy is moderate. With regard to the differences between the three universities, a slight difference was found in favor of the private one. Meanwhile, third-year students reported greater self-efficacy than first and second-year students. However, no statistically significant differences were found between male and female students. More importantly, the results reveal that students’ living circumstances during the academic year and their initial motive behind enrolling in university affected their self-efficacy beliefs. Overall, this study provides teachers and practitioners with insights about self-efficacy that could be used to promote students’ success in Moroccan universities.

This study seeks to survey whether students are motivated to learn English or not and to evaluate the differences within and between three most known universities in Morocco, involving a private one, in terms of students’ English learning motivation. Moreover, factors that make a student more motivated to learn English were investigated. This study examines motivation of university students according to their institution, gender, and other variables. Assessment of university students’ motivation was by scores on items from the Academic Motivation Scale. The sample consisted of 329 undergraduate students from three different Moroccan universities. The most important finding was that participants in general are quite motivated to learn English with a score of (M = 3.80) with regard to the overall score using a 5-point Likert scale, and a higher level of introjected extrinsic motivation (M = 4.11), which means that they do such tasks because they are supposed or asked to do them. Moreover, factors such as how students consider university, their location during the academic year, and their decision behind choosing to go to university were found to affect students’ motivation.