This study aims to empirically prove that the relationship between selfefficacy, 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.Abstrak: Penelitian ini bertujuan untuk membuktikan secara empiris hubungan efikasidiri dan motivasi akademik dengan pengaturan belajar mandiri dan prestasi akademik. Selain itu, membuktikan secara empiris peran mediasi pengaturan belajar mandiri antara efikasi-diri dan motivasi akademik dengan prestasi akademik siswa. Metode yang digunakan dalam penelitian adalah metode ekspanatif kuantitatif. Sample penelitian ini adalah 246 siswa Sekolah Madrasah Aliyah Negeri Surakarta. Pengambilan sampel dalam penelitian ini adalah dengan teknik sensus yakni seluruh populasi dijadikan sampel. Pengumpulan data menggunakan kuesioner. Data dianalisis dengan menggunakan Structural Equation Model (SEM). Hasil penelitian menunjukkan bahwa secara empiris ada hubungan antara efikasi-diri dan motivasi akademik dengan pengaturan belajar mandiri dan prestasi akademik. Tidak ada hubungan antara pengaturan belajar mandiri dengan prestasi akademik. Kata Kunci: Efikasi-diri; motivasi; pengaturan belajar mandiri; prestasi; akademik. This is an open access article under the CC BY-NC 4.0 license (http://creativecommons.org/licenses/by-nc-nd/4.0/).(
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