ANALISIS HUBUNGAN SELF-EFFICACY DAN MOTIVASI BELAJAR ANAK SEKOLAH DASAR DALAM PERSPEKTIF PSIKOLOGI PENDIDIKAN
Keywords:
self-efficacy, learning motivation, educational psychology, elementary school children
Abstract
This study aims to analyze the relationship between self-efficacy and learning motivation among elementary school children from the perspective of educational psychology. This research is based on a literature review of various empirical studies and psychological learning theories, particularly Bandura’s social-cognitive theory and Deci and Ryan’s self-determination theory. The method employed was a systematic literature review involving the identification, selection, and critical analysis of 25 national and international journal articles published between 2018 and 2024. The findings indicate that self-efficacy has a significant positive influence on students’ learning motivation. Children with higher levels of self-efficacy tend to exhibit stronger self-confidence, persistence, and achievement orientation when facing learning challenges. Moreover, supportive learning environments, positive teacher feedback, and successful experiences contribute to enhancing children’s self-efficacy. The implication of this study highlights the importance of teachers and parents in fostering children’s confidence through student-centered and competency-based learning approaches.
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References
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Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
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Klassen, R. M., Usher, E. L., & Bong, M. (2019). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. Educational Psychology, 39(2), 128–147. https://doi.org/10.1080/01443410.2018.1508812
Lee, J., & Stankov, L. (2022). School climate, self-efficacy, and motivation: The mediating role of students’ perceptions. Learning and Individual Differences, 97, 102183. https://doi.org/10.1016/j.lindif.2022.102183
Mulyani, N., Arifin, Z., & Sitorus, H. (2022). The role of teacher and peer support in enhancing students’ self-efficacy and learning motivation in elementary schools. Indonesian Journal of Educational Psychology, 6(2), 89–101.
Mulyani, S., & Wulandari, N. (2020). Peran guru dalam menumbuhkan motivasi belajar pada siswa sekolah dasar. Jurnal Pendidikan Dasar Indonesia, 5(1), 25–34.
Ningsih, D., & Putra, A. (2023). Hubungan antara self-efficacy dan motivasi belajar siswa sekolah dasar. Jurnal Psikologi Pendidikan Dasar, 5(1), 45–57.
Ningsih, R., & Maulana, M. (2023). Implementasi Kurikulum Merdeka pada mata pelajaran PAI: Studi kasus di sekolah penggerak. Jurnal Pendidikan Agama Islam Al-Thariqah, 8(1), 14–26. https://doi.org/10.25299/al-thariqah.2023.vol8(1).11927
Ormrod, J. E. (2020). Educational psychology: Developing learners (10th ed.). Pearson Education.
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41(2), 116–125. https://doi.org/10.1207/s15430421tip4102_8
Pajares, F., & Usher, E. L. (2020). Sources of self-efficacy in school: Critical review and future directions. Review of Educational Research, 90(4), 603–641. https://doi.org/10.3102/0034654320914773
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667
Pintrich, P. R. (2021). The role of self-regulated learning and self-efficacy in student motivation. Educational Psychologist, 56(3), 142–157. https://doi.org/10.1080/00461520.2021.1905473
Rahmawati, F., & Santoso, B. (2021). Psychological barriers in elementary students’ motivation and self-efficacy: A classroom observation study. Indonesian Journal of Education and Psychology, 7(3), 112–124.
Rahmawati, R. (2023). Pengantar Psikologi Sosial.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Santrock, J. W. (2021). Educational psychology (7th ed.). McGraw-Hill Education.
Santrock, J. W. (2022). Educational psychology (7th ed.). McGraw-Hill Education.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Schunk, D. H., & Pajares, F. (2019). Self-efficacy in education: Revisiting Bandura’s theory in contemporary contexts. Educational Psychologist, 54(3), 178–197. https://doi.org/10.1080/00461520.2019.1659132
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2021). Misplaced self-efficacy: How social-cognitive factors relate to academic performance in elementary students. Learning and Individual Differences, 92, 102095. https://doi.org/10.1016/j.lindif.2021.102095
Tella, A. (2020). The relationship between self-efficacy and academic motivation among primary school students. Journal of Educational Research, 113(2), 167–180. https://doi.org/10.1080/00220671.2020.1722179
Zimmerman, B. J. (2021). Motivational sources and outcomes of self-regulated learning and performance. In D. H. Schunk & B. J. Zimmerman (Eds.), Handbook of self-regulation of learning and performance (2nd ed.) (pp. 49–64). Routledge. https://doi.org/10.4324/9780429199973
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Elliot, A. J., & Dweck, C. S. (2020). Handbook of competence and motivation: Theory and application (2nd ed.). Guilford Press.
Kemendikbudristek. (2022). Panduan Implementasi Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Klassen, R. M., Usher, E. L., & Bong, M. (2019). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. Educational Psychology, 39(2), 128–147. https://doi.org/10.1080/01443410.2018.1508812
Lee, J., & Stankov, L. (2022). School climate, self-efficacy, and motivation: The mediating role of students’ perceptions. Learning and Individual Differences, 97, 102183. https://doi.org/10.1016/j.lindif.2022.102183
Mulyani, N., Arifin, Z., & Sitorus, H. (2022). The role of teacher and peer support in enhancing students’ self-efficacy and learning motivation in elementary schools. Indonesian Journal of Educational Psychology, 6(2), 89–101.
Mulyani, S., & Wulandari, N. (2020). Peran guru dalam menumbuhkan motivasi belajar pada siswa sekolah dasar. Jurnal Pendidikan Dasar Indonesia, 5(1), 25–34.
Ningsih, D., & Putra, A. (2023). Hubungan antara self-efficacy dan motivasi belajar siswa sekolah dasar. Jurnal Psikologi Pendidikan Dasar, 5(1), 45–57.
Ningsih, R., & Maulana, M. (2023). Implementasi Kurikulum Merdeka pada mata pelajaran PAI: Studi kasus di sekolah penggerak. Jurnal Pendidikan Agama Islam Al-Thariqah, 8(1), 14–26. https://doi.org/10.25299/al-thariqah.2023.vol8(1).11927
Ormrod, J. E. (2020). Educational psychology: Developing learners (10th ed.). Pearson Education.
Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41(2), 116–125. https://doi.org/10.1207/s15430421tip4102_8
Pajares, F., & Usher, E. L. (2020). Sources of self-efficacy in school: Critical review and future directions. Review of Educational Research, 90(4), 603–641. https://doi.org/10.3102/0034654320914773
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667
Pintrich, P. R. (2021). The role of self-regulated learning and self-efficacy in student motivation. Educational Psychologist, 56(3), 142–157. https://doi.org/10.1080/00461520.2021.1905473
Rahmawati, F., & Santoso, B. (2021). Psychological barriers in elementary students’ motivation and self-efficacy: A classroom observation study. Indonesian Journal of Education and Psychology, 7(3), 112–124.
Rahmawati, R. (2023). Pengantar Psikologi Sosial.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Santrock, J. W. (2021). Educational psychology (7th ed.). McGraw-Hill Education.
Santrock, J. W. (2022). Educational psychology (7th ed.). McGraw-Hill Education.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Schunk, D. H., & Pajares, F. (2019). Self-efficacy in education: Revisiting Bandura’s theory in contemporary contexts. Educational Psychologist, 54(3), 178–197. https://doi.org/10.1080/00461520.2019.1659132
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2021). Misplaced self-efficacy: How social-cognitive factors relate to academic performance in elementary students. Learning and Individual Differences, 92, 102095. https://doi.org/10.1016/j.lindif.2021.102095
Tella, A. (2020). The relationship between self-efficacy and academic motivation among primary school students. Journal of Educational Research, 113(2), 167–180. https://doi.org/10.1080/00220671.2020.1722179
Zimmerman, B. J. (2021). Motivational sources and outcomes of self-regulated learning and performance. In D. H. Schunk & B. J. Zimmerman (Eds.), Handbook of self-regulation of learning and performance (2nd ed.) (pp. 49–64). Routledge. https://doi.org/10.4324/9780429199973
Published
2026-08-19
How to Cite
Sulistiawati, E. (2026). ANALISIS HUBUNGAN SELF-EFFICACY DAN MOTIVASI BELAJAR ANAK SEKOLAH DASAR DALAM PERSPEKTIF PSIKOLOGI PENDIDIKAN. EL ROBIH: Jurnal Pendidikan Madrasah Ibtidaiyah, 3(1). https://doi.org/10.52802/elrobih.v3i1.2221
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