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

Alafgani, Mehmed; Purwandari, Eny

doi:10.26858/jppk.v5i2.10930

Cited by 12 publications

(9 citation statements)

References 15 publications

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“…Cobb (2003) said that selfregulated learning is influenced by many factors, including self-efficacy, motivation, and goals. According to Alafgani and Purwandari (2019), self-efficacy, motivation, and learning goals possessed by students are positively related to self-regulated learning. Self-efficacy that consistently exists in students can have a positive effect on self-regulation (Bradley et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Factors That Affect Students’ Mathematics Performance at Higher Education in Riau Province During the Covid-19 Pandemic

Nofriyandi

Andrian²

2022

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This study aims to determine the factors influencing the students' mathematics performance in higher education in Riau Province. The research population was all students in higher education in Riau Province majoring in mathematics. The samples of this research were some students in higher education majoring in mathematics education which were taken randomly with a proportional random sampling approach. The instrument in this research was a questionnaire developed and validated by experts and distributed to mathematics education students. The data analysis used in this research was path analysis. The results showed that there was an effect of learning motivation on mathematics performance, there was no effect of learning interest on mathematics performance, with a T Value of 1.28, (12) there was no effect of self-efficacy on mathematics performance, with T Values of 1.38, there was an effect of self-regulated on mathematics performance, with T Values of 2.23, and (15) there was no effect of learning involvement on mathematics performance, with T Value of 1.39 The dominant and significant factor in influencing the students' mathematics performance in higher education in Riau province during the COVID-19 Pandemic was learning motivation and self-regulation.

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Section: Discussionmentioning

confidence: 99%

Factors That Affect Students’ Mathematics Performance at Higher Education in Riau Province During the Covid-19 Pandemic

Nofriyandi

Andrian²

2022

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“…It affects how students believe they can apply the skills and abilities they have to learning tasks (Bong and Skaalvik, 2002). But academic efficacy can also be negatively associated with academic achievement when students are overconfident or underconfident of their abilities (Alafgani and Purwandari, 2019). Some studies also indicate reciprocal effects between prior achievement and self-efficacy (Olivier et al, 2019), with prior achievement having a stronger effect (Talsma et al, 2018;Ansong et al, 2019;Sorjonen and Melin, 2023), and few studies have found weak effects of self-efficacy on student achievement (Ansong et al, 2019;Li et al, 2023).…”

Section: Self-e Cacy and Achievementmentioning

confidence: 99%

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

Basileo,

Otto,

Lyons

et al. 2024

Front. Educ.

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Former research has highlighted the relevance of basic psychological need (BPN) satisfaction for students' academic motivation and achievement. However, the specific role of self-efficacy in this relationship has been neglected. Using survey response data from a sample of 2,359 German middle school students in 35 schools, we employed Hierarchical Linear Modeling to investigate the role of teacher support for students' perceived BPN, academic self-efficacy, and autonomous and controlled motivation on student achievement in two subjects (mathematics, German). We found that self-efficacy had the largest relationship with achievement and it mediated the effect of autonomous motivation on grades while controlled motivation had a small and statistically significant, negative relationship regardless of self-efficacy. Support of students' perceived BPN had a postive statistically signficant association with autonomous motivation. Motivation and self-efficacy also mediated perceived BPN support and achievement. Self-efficacy had a statistically signficant association and had a reciprocal relationship with both autonomous and controlled motivation. The findings indicate that self-efficacy plays a major role in the relationships among perceived BPN support, motivation, and academic achievement, and highlight the importance of supporting student self-efficacy in academic settings.

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“…Learning media can be both traditional and modern which are very effective in increasing student learning motivation (Bye, Pushkar, & Conway, 2007;Parkerson, 2015). Empowering instructional media effectively can be the best way to improve student performance in understanding and mastering all the math materials provided by teachers in class (Alafgani & Purwandari, 2019;Hakim, Sa'ud, Komariah, & Sunaengsih, 2018;Mulyana et al, 2021). Learning media increases motivation, motivation increases school culture, and a good school culture can improve student learning outcomes (Heckhausen & Heckhausen, 2018;Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2014).…”

Section: Figure 2 Students' Learning Motivation Trendlinesmentioning

confidence: 99%

Interactive Learning Media using Adobe Animate CC to Improve Students’ Learning Motivation and Mathematics Learning Outcomes

Wahyuliana

Andrian

Nofriyandi

et al. 2023

JPMIPA

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This study aims to apply digital learning media in the form of Adobe Animate CC in learning mathematics. This research is a quantitative research with a comparative approach to compare learning outcomes based on the application of interactive learning media Adobe Animate CC. The research population was all junior high schools in Bengkalis Regency, while the sample was a portion of the schools taken purposively according to the purpose of the research. The data collection tool is a learning achievement test and a checklist to observe student learning motivation in class while studying with Adobe Animate CC. Data analysis in this study used descriptive statistics, t-test and One Way Anova. The results of the analysis show that there are significant differences in student learning outcomes in the experimental class using Adobe Animate CC learning media and the control class using conventional learning. There were significant differences in learning motivation in the experimental class at the first meeting, second meeting, third meeting and fourth meeting. Adobe Animate CC learning media can improve learning outcomes and motivation of junior high school students in Bengkalis Regency, Riau Province.

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

Cited by 12 publications

References 15 publications

Factors That Affect Students’ Mathematics Performance at Higher Education in Riau Province During the Covid-19 Pandemic

Factors That Affect Students’ Mathematics Performance at Higher Education in Riau Province During the Covid-19 Pandemic

The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement

Interactive Learning Media using Adobe Animate CC to Improve Students’ Learning Motivation and Mathematics Learning Outcomes

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