The Effect Of Self-efficacy and Learning Motivation on Learning Engagement Among Elementary School Students

Abstract

This research examined the contribution of self-efficacy and learning motivation to learning engagement among elementary school students. A quantitative explanatory design was employed using a survey of 62 fourth-grade students at SDN Tegal Alur 05 Pagi, West Jakarta, comprising 31 students from Grade IVA and 31 from Grade IVB. Data were collected using five-point Likert scales measuring self-efficacy, learning motivation, and learning engagement. Prior to the main study, the instruments were pilot-tested with 32 students; 82 of 90 items met the validity criteria. Data were analyzed using descriptive statistics, Pearson’s correlation, and multiple linear regression. The results indicated that self-efficacy was a significant positive predictor of learning engagement (β = 0.403, t = 4.433, p < 0.001). Learning motivation also showed a significant positive contribution (β = 0.514, t = 5.653, p < 0.001). When considered jointly, self-efficacy and learning motivation significantly predicted learning engagement, F(2, 59) = 40.806, p < 0.001, with R² = 0.580. Thus, the model explained 58.0% of the variance in learning engagement. Learning motivation demonstrated a relatively stronger predictive contribution than self-efficacy.