Self-efficacy, academic motivation, self-regulated learning and academic achievement

Mehmed Alafgani; Eny Purwandari

doi:10.26858/jppk.v5i2.10930

Self-efficacy, academic motivation, self-regulated learning and academic achievement

Mehmed Alafgani^(1*), Eny Purwandari⁽²⁾,

(1) Universitas Muhammadiyah Surakarta
(2) Universitas Muhammadiyah Surakarta
(*) Corresponding Author

DOI: https://doi.org/10.26858/jppk.v5i2.10930

Abstract

This study aims to empirically prove that the relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. In addition, empirically proved the mediating role of self-regulated learning on self-efficacy, academic motivation and student achievement. This study used quantitative expansive method. The sample of this study was 246 students of an Islamic senior high school recruited using census technique; thus, the entire population was used as the sample of the study. Data were collected using a questionnaire and were analyzed using Structural Equation Model (SEM). The results empirically show that there is a relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. However, there is no relationship between self-regulated learning and academic achievement.

Keywords

Self-efficacy; motivation; self-regulated learning; achievement; academic.

Full Text:

PDF

References

Agustiani, H., Cahyad, S., & Musa, M. (2016). Efikasi-diri and Self-Regulated Learning as Predictors of Students Academic Performance. The Open Psychology Journal, No. 9. Hal 1-6.

Akbay, T., & Akbay, L. (2016). On the Causal Relationships Between Academic Achievment and Its Leading Factors: A sem Study. Journal of European Education, Vol 6, No. 2.

Amponsah, M., Milledzi, E.Y, Ampofo, E.T., , & Gyambrah M. . (2018). Relationship between Parental Involvement and Academic Performance of Senior High School Students: The Case of Ashanti Mampong Municipality of Ghana. American Journal of Educational Research, Vol 6, No 1.

Banarjee, P., & Kumar, K. (2014). A Study on Self-Regulated Learning and Academic Achievment Among The Science Graduate Students. International Journal of Multidisciplinary Approach and Studies, Vol 1, No 6.

Boekarts, M. (2010). The crucial role of motivation and emotion in classroom learning. The Nature of Learning : Using research to inspire practice.

Bravo, A. A. (2014). Academic Self-Efficacy, Self-Regulated Learning and Academic Performance in First-Year Uinversity Students. Propositos y Representaciones Revista de Psicologia Educativa de La USIL, Vol 2. No 1, Hal 101-120.

Cerezo, R., Fernandez, E., Amieiro, N., Valle, A., Rosario, P., & Nunez, J.C. (2018). Mediating Role of Efikasi-Diri and Usefulness Between Self-Regulated Learning Strategy Knowledge and Its Use. Revista de Psicodidactica, Vol 24, No 1, Hal 1-8.

Cleary, T., & Kitsantas A. (2017). Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievment. School Psychology Review, Vol 46, No. 1. Hal 88-107.

Eva, N. (2018). Determinan Pretasi Akademik Ilmu Pengetahuan Alam (IPA) Siswa Cerdas Istimewa dengan Self-Regulated Learning sebagai Mediator. Universitas Airlangga.

Herawati, I., & Widiastuti, Y. (2013). Analisis Faktor-faktor yang Mempengaruhi Prestasi Belajar Akuntansi. Journal of Accounting and Business Education, Vol 1, No. 3.

Jagad, H., K., M., & Khairunnina, R., N. (2018). Hubungan Antara Efikasi Diri dengan Self Regulated Learning Pada Siswa SMPN X. Jurnal Penelitian Psikologi, Vol 5, No 3.

Keliat, B., Daulima, N.H.C, & Farida, P. (2011). Manajemen keperawatan psikososial & kader kesehatan jiwa CMHN (intermediate course). Jakarta: EGC.

Lavasani, M., Mirhosseini, F.S., Hejazi, H., & Davoodi, M. (2011). The Effect of Self-Regulation Learning Strategies Training on The Academic Motivation and Efikasi-Diri. Procedia-Social and Behavioral Sciences, Vol 29. Hal 627-632.

Lee, N., Krabbendam, L., Dekker, S., Boschloo, A., De Groot, Renate, H.M, & Jolles, J. (2012). Academic Motivation Mediates the Influence of Temporal Discounting on Academic Achievment During Adolences. Trends in Neurosciences and Education, Vol 1, Hal 43-48.

Leon, J., Nunez, J., & Liew, J. (2015). Self-Determination and STEM Education: Effects of Autonomy, Motivation, and Self-Regulated Learning on High School Math Achievment. Learning and Individual Differences.

Lucio, R., Rapp-Paglicci, L., & Rowe, W. (2011). Developing an additive risk model for predicting academic index: School factors and academic achievement. . Child AdolescSoc Work , Vol 28.

Mahmoodi, M., Kalantari, B., & Ghaslanic, R. (2014). Self-Regulated Learning (SRL), Motivation and Languange Achievment of Iranian EFL Learners. Procedia-Social and Behavioral Sciences, Vol. 98, No. 1062-1068.

Maisaroh. (2015). Pengaruh Self Efficacy dan Self Regulated Learning Terhadap Prestasi Belajar pada Mahasiswa Fakultas Ekonomi Universitas Negeri Jakarta. Journal & Proceeding FEB Unsoed, Vol 5, No 1.

Mega, C., Ronconi, L., & De Beni, R. (2014). What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievment. Journal of Educational Psychology, Vol 106, No. 1, Hal 121-131.

Sanchez, C., & Dunning, D. (2018). Learning a Little About Something Makes Us Overconfident. Harvard Business Review.

Sawitri, D. R, & Ariati, J. (2011). Self Regulation Training as an Effort to echance Students Competitiveness. Jakarta: Paper Presented in The International Conference on Psychology of Resilience.

Slameto. (2010). Belajar dan Faktor yang Mempengaruhi. Jakarta: Rineka Cipta.

Vecchione, M., Alessandri, G., & Marsicano, G. (2014). Academic Motivation Predicts Educational Attainment: Does Gender Make A Difference? . Learning and Individual Differences, No 32. Hal 124-131.

Wibowo, D. E. (2018). Peran Sef Regulated Learning dan Motivasi Belajar Terhadap Prestasi Belajar Matematika Siswa yang Sering Mengikuti Lomba Ekestrakurikuler Olahraga Sekolah . Jurnal Mitra Pendidikan , Vol 2 No. 9.

Wurf, G., & Croft-Piggin, L. (2015). Predicting The Academic Achievment of First-Year, Pre-Service Teachres: The Role of Engagement, Motivation, ATAR, and Emotional Intelligence. Asia-Pacific Journal of Teachers Education, Vol. 43, No 1, Hal 75-91.

Yusuf, M. (2011). The Impact of Efikasi-Diri, Achievment Motivation, and Self Regulated Learning Strategies on Students' Academic Achievment . Procedia Social and Behavioral Sciences, Vol 15.

Zahra, Y., & Hernawati, N. (2015). Prokrastinasi Akademik Menghambat Peningkatan Prestasi Akademik Remaja di Wilayah Pedesaan Yuana. Jurnal Ilmu Keluarga dan Konsumen, Vol 8, No 3, Hal 163-172.

Zimmerman, B. J. (2012). Goal setting: A key proactive source of academic self-regulation. New York, NY: Routledge Taylor & Francis Group.