The Influence of Self-Efficacy and Learning Motivation on Students’

Autonomous Learning in the Digital Era

Armiati

, Rose Rahmidani

and Dessi Susanti

Department of Economic Education, Universitas Negeri Padang, Prof. Hamka Street, Air Tawar, Padang, Indonesia

Keywords: Self-Efficacy, Learning Motivation, Autonomous Learning.

Abstract: The purpose of the study is to ascertain and analyze 1) The Influence of Self-Efficacy on learning motivation;

2) The Influence of Self-Efficacy on students’ autonomous learning through Learning Motivation. This type

of research is quantitative with an associative type. The sampling technique used in this study was proportional

random sampling with a random number of members from each sub-population with a sample of 217 students.

The data used are primary. The data collection technique is in the form of a questionnaire. Data analysis used

descriptive analysis, analysis prerequisite test, path analysis, t-test, and coefficient of determination. The

analysis tool uses SPSS with an alpha of 0.05. The results showed that 1) Self-Efficacy has a significant

influence on Learning Motivation and 2) Through learning motivation as an intervening variable, self-efficacy

has no impact on students' autonomous learning.

1 INTRODUCTION

The development of the affective aspect is crucial for

enhancing student character. The character can be

interpreted as a vessel of different psychological traits

that help a person adapt to numerous environmental

situations they may face. In addition, A character is

essential to developing and producing a wonderful

human resource, and an independent character is one

of them, especially in facing various challenges in the

digital era (Walker and Graham 2021).

Successful learning can be gained by being more

independence. Independent includes initiating

behavior, overcoming obstacles or problems, having

self-confidence, and being able to do things by

themselves. Independent persons have a desire to do

things by themselves and are capable to find the

solution to their problems. The independence of

students in the digital era should be well developed

because of the ease of access obtained in finding

learning resources and learning new things through

technology (Johnsen and Goree 2021)

In fact, improvement in how Vocational high

school prepares students to be independent character

is required. In teaching and learning activities, the

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students of Vocational High School 6 Padang have

obtained the theory and practice material that can be

applied during the learning so that students are

expected to be independent.

The initial observations results revealed that the

level of student autonomous learning in the Eleventh

grade at Vocational High School 6 Padang was not

sufficient, out of 30 students only 46.6% of them

actively asked questions in learning. 43.3% lack

initiative to increase knowledge by additional books

from library. The teacher also notes that only a few

students are eager to ask questions throughout the

learning; instead, they are more likely to accept the

information offered by the teacher, whether or not

they fully comprehend it. According to mass media,

some students are absent, less motivated, and lack of

goals for their future (Esra and Sevilen 2021). The

adolescent problems above indicate a lack of

awareness of responsibility and independence in

learning. This phenomenon can cause problems when

they attend higher education (Crome, Farrar, and

O’Connor 2009).

A factor that influences students’ autonomous

learning is self-efficacy. furthermore, other factors

that influence students’ autonomous learning include

200

Armiati, ., Rahmidani, R. and Susanti, D.

The Inﬂuence of Self-Efﬁcacy and Learning Motivation on Students’ Autonomous Learning in the Digital Era.

DOI: 10.5220/0012198500003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 200-205

ISBN: 978-989-758-669-9; ISSN: 2975-9676

self-efficacy, motivation, and goals (Cobb Jr 2003).

The ability or competency of a person to carry out a

task, accomplish a goal, or get through challenges

while learning is known as self-efficacy. Self-efficacy

is the belief in their ability to train their self-control

over the phenomenon in their environment (Bandura,

in (Feist and Feist 2010); (Bandura 2013); (Bandura

2012). Self-efficacy is reflected in the students

themselves through a learning process that occurs

through interaction with the environment.

Based on Schunk's opinion, self-efficacy can

perform during academic learning. Before engaging

in learning activities, Students have different beliefs

about how to gain information, demonstrate skills,

master a subject, and many other things (Schunk

1991). Personal factors together with situational

factors (teacher rewards and feedback), such as goal

setting and information processing can influence

student learning.

Aside from self-efficacy, another factor that

influences students’ autonomous learning is learning

motivation. Students' motivation is positively related

to students’ autonomous learning (Cobb Jr 2003).

Students must be motivated to implement strategies

that will impact the learning process.

Motivation is something that drives a person or

group of people toward doing or not doing something

as an active momentum (Dörnyei, Muir, and Ibrahim

2014). Motives become active at certain times,

especially when the need to achieve a goal is urgent

or felt.

Students’ autonomous learning is closely related

to learning motivation (Schunk and Mullen 2012).

Strong motivation to achieve the goal is necessary for

building intelligence. If a strong motivation has

emerged, it will create an attitude of independence in

the student. Students' self-efficacy affects their

motivation to learn. A person with high self-efficacy

will be more motivated to learn. This is reflected in

someone’s efforts and persistence in overcoming

obstacles. People with high self-efficacy will work

harder to get beyond the obstacles.

Motivation can be an intervening variable to

determine the influence of self-efficacy on students’

autonomous learning. In line with the results of

previous research that has tested the influence of self-

efficacy on students’ autonomous learning with

motivation as the intervening variable. (Anderson,

Hattie, and Hamilton 2005), (Cherian and Jacob

2013) found that students' autonomous learning and

self-efficacy are positively correlated. Subsequent

research by (Kurniyawati 2012) found that self-

efficacy and motivation have a positive and

significant relationship. Good self-efficacy will help

students to achieve good motivation so that students

can complete assignments optimally. The purpose of

this study was to analyze the influence of self-

efficacy on learning motivation and the influence of

self-efficacy on students’ autonomous learning

through learning motivation. (Karnedi, Zaim 2021)

found that students lacked motivation in studying.

Both internal and external factors contributed to this

cause.

2 RESEARCH METHOD

Ex post facto research design is used in this

quantitative research type. The population was 473

students of Eleventh grade at Vocational High School

6 Padang with 217 samples through proportional

random sampling technique. The exogenous variable

in this study is self-efficacy, the endogenous variable

is students’ autonomous learning and the intervening

variable is learning motivation.

A questionnaire is used to collect the data. Before

collecting the data, instrument validation were done

to obtain valid and reliable instruments. The results of

the variable testing on students’ autonomous learning

are 18 valid statements with very high reliability from

Cronbach's Alpha value of 0.901. In the Self-Efficacy

variable, there are 14 valid statements with very high

reliability, with a Cronbach Alpha value of 0.880.

Furthermore, on the learning motivation variable,

there are 23 valid statements with very high reliability

from the Cronbach Alpha value of 0.887.

Before analyzing the data, analysis prerequisite tests

were obtained, such as the normality test and

heteroscedasticity test. To see the influence between

variables by using path analysis (Path Analysis) with

the SPSS application. The path model in this study can

be described as follows:

Figure 1: Research path model.

Furthermore, the t-test is used to see whether the

proposed hypothesis is proven or not, with the

criterion that if the significant value is <0.05 then Ho

is rejected and Ha is accepted.

Self-efficacy

(X)

Learning

motivation

(

)

Autonomous

learning (Y)

ρzx

ρyz

ρyx

The Inﬂuence of Self-Efﬁcacy and Learning Motivation on Students’ Autonomous Learning in the Digital Era

201

3 RESULT AND DISCUSSION

3.1 Result

Respondents in this study were 217 students of

Eleventh grade at Vocational High School 6 Padang

The number of female respondents was 191 students,

more dominant than male students, only 26 students.

Based on the respondent’s answers, the results of the

frequency distribution of the research variables are

shown in the following table:

Table 1: Distribution of Independent Learning scores.

Indicator Mean TCR (%) Description

Learnin

activit

4,08 81,65 Good

Persistence of

learnin

activities

3,54 71,09 Quite good

Learnin

direction 3,64 72,88 Quite

Learning

creativit

3,83 76,69 Quite good

Avera

e 3,77 75,57 Quite

ood

Table 2: Distribution of Learning Motivation scores.

Indicator Mean TCR(%) Descri

tion

Desire to succee

3,98 79,81 Good

Motivation and needs

for learning

4,36 87,39 Good

Future goal and

urpose

4,28

85,78 Good

Learning rewards

4,16 83,46 Goo

Interesting activities

4,06 80,24 Goo

Conducive learning

environment

3,89 77,92 Quite good

Average 4,12 82,43 Good

Table 3: Distribution of Self-Efficacy Scores.

Indikator Mean TCR(%) Keteran

evel 4,00 80.11 Good

Stren

ht 4,03 80,80 Goo

Generalit

4,04 80,91 Goo

Rata-rata 4,02 80,60 Good

Table 4: Normality Test.

One-Sam

le Kolmo

orov-Smirnov Test

Unstanda

ized Resi

ual

N 217

mal

Parameters

a,b

Mean ,0000000

Std.

Deviation

5,54425041

Most Ext

eme

Differences

solute ,041

Positive ,041

ative -,041

olmo

ov-S

nov Z ,604

. Si

(

2-tailed

)

,858

a. Test

ist

ibution is No

mal.

. Calculate

om data.

Table 5: Heteroscedasticity Test.

Coefficien

Model

Unstanda

ize

Coefficients

Standardize

Coefficients

T Sig.

B Std. Er

Beta

(

Constant

)

1,913 2,383 ,803 ,423

Self Efficac

(

)

-,045 ,055 -,077 -,807 ,420

Motivation

(

)

,052 ,032 ,155 1,618 ,107

a. Dependent Variable: Abs_Res

Table 6: Coefficient of Self-Efficacy on Learning

Motivation.

Coefficients

Model

nstandardize

Coefficients

Standardized

Coefficients

t Sig.

B Std.

Erro

Beta

(Constant)

26,494 4,701 5,636 ,000

ED 1,210 ,083 ,706 14,612 ,000

a. Dependent Variable: KM

The coefficient of self-efficacy (X) on learning

motivation (Z) is 0.706, the t count is 14.612 and the

significance is 0.000 <0.05. This demonstrates how

learning motivation (Z) was impacted by self-

efficacy

(X).

Table 7: Coefficient of Determination, Sub Structure 1.

Model Summar

Model R R Square

Adjusted

R S

uare

Std. Error of

the Estimate

1 ,706

,498 ,496 7,24451

a. Predictors: (Constant), ED

Self-efficacy variable (X) has a 0.498 coefficient of

influence on learning motivation (Z). This means that

the self-efficacy variable contributes to learning

motivation by 49.8%. While the remaining 50.2% is

influenced by other variables. Mathematically, the

empirical model of the influence of self-efficacy (X)

on learning motivation (Z) is stated as follows: Y =

Pzx + ε

, Y = 0.706x + 0.502ɛ

Table 8: Coefficient of Self-Efficacy and Learning

Motivation on Students’ Autonomous Learning.

Coefficients

Model

nstandardize

Coefficients

Standardized

Coefficients

t Sig.

B Std. Erro

Beta

(Constant)

9,315 3,872 2,406 ,017

Efikasi Diri

,474 ,090 ,354 5,278 ,000

Motivasi

Belaja

,330 ,052 ,423 6,302 ,000

a. Dependent Variable: kemandirian belajar

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The coefficient of self-efficacy (X) on students’

autonomous learning is shown by the value of

Standardized Coefficients beta is 0.354. The t count

is 5.278 and the significance is 0.000 <0.05. This

means that there is an influence of self-efficacy (X)

on students’ autonomous learning (Y).

The coefficient of learning motivation (Z) on

students’ autonomous learning (Y) is indicated by the

value of Standardized Coefficients beta is 0.423. The

t count is 6.302 and the significance is 0.000 <0.05.

This shows that there is an influence of learning

motivation on students’ autonomous learning.

Table 9: Coefficient of Determination, Sub Structure 2.

Model Summar

Model R R Square

Adjusted R

Square

Std. Error of

the Estimate

1 ,718

,516 ,512 5,57010

a. Predictors: (Constant), motivasi belajar, efikasi diri

b. Dependent Variable : Kemandirian Belajar

The influence of self-efficacy variables (X) and

learning motivation (Z) is 0.516. This means that the

variables of self-efficacy and learning motivation

contribute to students’ autonomous learning by

51.6%. While the remaining 48.8% is affected by

other variables. Mathematically, the empirical model

of the influence of self-efficacy (X) and learning

motivation (Z) on students’ autonomous learning (Y)

is stated as follows: Y = Pyx + Pyz + ε2, Y = 0.354x

+ 0.423z + 0.484ɛ2

From the results of the data analysis above

the

following path structure is created by considering the

impact of exogenous and endogenous variables on the

dependent variable:

Figure 2: Complete path model of test results.

Table 10: Direct and Indirect Influence of the Path

Coefficient of each variable.

Variable

influence

Influence

Total

Direct Indirect

1 X towar

Y 0,354 0,032 0,386

2 X towar

Z 0,706 - 0,706

3 Z towar

Y 0,423 - 0,423

Based on the table above, therefore it can be said

that the contribution of self-efficacy (X) to

autonomous learning (Y) is 0.354 or 35.4%,

meanwhile, the indirect contribution of self-efficacy

and learning motivation to autonomous learning is

0.032 or 3.2 %. The direct contribution of learning

motivation (Z) to students’ autonomous learning (Y)

is 0.423 or 42.3%. So it showed that the contribution

of the direct influence is bigger than the indirect

influence. This means that learning motivation as an

intervening variable does not play a role in increasing

student students’ autonomous learning to increase

students’ autonomous learning is enough by

increasing self-efficacy in students.

3.2 Discussion

3.2.1 The Influence of Self-Efficacy on

Student Learning Motivation

According to the analysis of the first hypothesis test's

findings, self-efficacy has an impact on student's

motivation to learn. The student is more motivated to

learn when they have a better sense of self-efficacy.

Self-efficacy is an individual believes that he

feels capable of overcoming many things including

the actions needed to achieve goals. Meanwhile,

motivation is an encouragement that comes from

inside and outside a person who is trying to find the

desire to succeed in forming experiences and

exercises that influence his behavior. Students who

have strong self-efficacy and believe in their

abilities, these students will be motivated to achieve

their goals in learning, such as a sense of willingness

to get appreciation from the teacher and to achieve

goals in the future (Schunk & Miller, 2002).

Self-efficacy is a factor in learning motivation; a

person with a high level of self-efficacy will be more

motivated. (Pervin & Jhon, in Bandura, 2013). The

more self-efficacy a person has, the more motivated

they are to study. This is reflected in the effort and

persistence in overcoming existing obstacles. When

he faced difficulties, he will continue to perform his

duties and not give up easily. People with high self-

efficacy will use more effort to get beyond

challenges.

High self-efficacy makes students more confident

in having efforts to achieve good learning outcomes,

Students can easily handle situations and manage

demands that arise from both within themselves and

the environment because they have control over their

emotions and their ability to act (Zimmerman, B.J,

2000). Strong self-efficacy can increase learning

motivation in achieving learning achievement at

Pzx=0,706

Pyz=0,423

Self-efficacy

(X)

Learning

motivation (Z)

Autonomous

learning (Y)

=0,502

=0,484

Pyx=0,35

The Inﬂuence of Self-Efﬁcacy and Learning Motivation on Students’ Autonomous Learning in the Digital Era

203

school, and students' strong belief can solve

problems or difficulties that will be faced. To enable

the students to confidently resolve the problem they

encounter at school (Pervin & Jhon in Bandura,

2013).

The findings of this study are consistent with the

research conducted by Kurniawati (2012) and Budi,

Santosa, and Suhendro (2018) who found that Self-

efficacy and learning motivation are positively and

significantly correlated. This demonstrates that

having high levels of self-efficacy will also assist

students to develop good learning motivation and

enable them to finish assignments successfully.

3.2.2 The Influence of Self-Efficacy on

Students’ Autonomous Learning

Through Learning Motivation as an

Intervening Variable

Based on the results of the analysis test in the second

hypothesis, it revealed that the value of Z count <Z

table, which means that the parameter is not

significant. The direct influence of self-efficacy on

autonomous learning is bigger than the indirect

influence of self-efficacy on autonomous learning

through motivation.

Students with high levels of self-efficacy will be

highly motivated to learn in their learning. Students

will believe in themselves to do difficult tasks and try

to deal with obstacles. In other words, students who

have low self-efficacy typically lack confidence in

their abilities. The ability of a student's self-efficacy

plays a very important role in increasing learning

motivation because belief in one's abilities will

motivate students to be actively involved in ongoing

learning.

Based on Kurniawati's research (2012) shows that

Self-efficacy and learning motivation are positively

and significantly correlated. However, The findings

of this study show that learning motivation in

Eleventh-grade students at Vocational High School 6

Padang is unable of being mediation to strengthen

students’ autonomous learning. Learning motivation

plays no role in increasing students’ autonomous

learning to increase students’ autonomous learning it

is sufficient for students by increasing their self-

efficacy.

According to Cobb (2003), the factors that

influence students’ autonomous learning include self-

efficacy, motivation, and goals. Bandura in Jess Feist

& Gregory J. Feist (2012) argues that when someone

has high self-efficacy, they will have a strong

capacity to control their actions. Accordingly, the

degree of self-regulation in terms of independence

increases as self-efficacy increases. Students' self-

efficacy has an important role in increasing

autonomous learning because the foundation of self-

efficacy is having belief in someone’s ability to

engage actively and autonomously in learning

activities.

The results of this study are supported by the

results of research conducted previously by Devi

(2016) it shows that self-efficacy is the belief that one

can act in a way that will result in the desired behavior

in a certain circumstance. Consequently, having

strong self-efficacy will improve a person's

performance in general. Furthermore, research by

Adicondro and Purnamasari (2011), February (2016),

and Sari et al., (2017) shows that there is a positive

relationship between self-efficacy and students’

autonomous learning. Self-efficacy is a measurement

of a student's confidence in his or her ability to carry

out a task, accomplish a goal, or get beyond a learning

obstacle.

4 CONCLUSIONS

Based on the results study, it represents that: (1) Self-

efficacy has a direct influence on student students’

autonomous learning. This implies that students' self-

efficacy will rise along with their level of autonomous

learning. (2) Self-efficacy has no influence on student

students’ autonomous learning through learning

motivation as an intervening variable. As a result,

motivation cannot be considered an intervening

variable between students' self-efficacy and

independent learning. To promote students'

autonomous learning, self-efficacy must be

increased.

Considering the result of this study, the

suggestions provided are: (1) Students can increase

their self-efficacy by believing that they can complete

a task and achieve positive learning results. Along

with enjoying the challenge of difficult tasks and

working in groups rather than doing it alone to

exchange opinions. (2) Students have a desire to learn

on their own so that they can become more

autonomous and responsible. Additionally, students

look for sources of information about a subject more

frequently to expand their knowledge rather than just

studying for tests, and (3) To develop an active desire

to learn and become skilled students, they can

increase their learning motivation. It is believed that

this would prevent students from easily giving up

when they encounter learning difficulties.

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