Hanifah Dian Alfiyah, Wahdan Najib Habiby

Correlation between Self-Efficacy and Motivation with Self-Direct Learning of Elementary School Students

Introduction

Correlation between self-efficacy and motivation with self-direct learning of elementary school students. Study shows self-efficacy & learning motivation positively correlate with elementary students' self-directed learning. Confirms their role as key predictors for fostering independence.

Abstract

  Students’ low self-directed learning is often attributed to insufficient external support, leading to poor academic habits and dependency on rewards. Such conditions may reduce knowledge retention and weaken both self-efficacy and learning motivation. Despite its importance, the interplay between internal factors like self-efficacy and learning motivation in fostering self-directed learning among elementary students remains underexplored. This study investigates the relationship between self-efficacy and motivation to learn through self-directed learning in upper-grade elementary students in Surakarta. Using a quantitative correlational approach, data were collected from 140 students through Proportional Random Sampling and analyzed using product moment and multiple correlation techniques. The findings show a significant positive correlation between self-efficacy and self-directed learning (r = 0.556, p < 0.05), and between learning motivation and self-directed learning (r = 0.630, p < 0.05). Both variables together also significantly correlate with self-directed learning (R = 0.649, p < 0.05). This study empirically confirms the dual role of self-efficacy and motivation as predictors of self-directed learning among elementary students. The results highlight the importance of fostering internal factors to enhance learning independence, while encouraging further research into additional influences such as external support, time management, and learning strategies. Highlights: Self-efficacy and learning motivation have a significant positive correlation with students' independent learning. Correlation analysis shows that self-efficacy and learning motivation jointly contribute to increased learning independence (R = 0.649; p < 0.05). Independent learning is influenced by internal factors, particularly students’ confidence and intrinsic motivation. Keywords: Self-Efficacy, Learning Motivation, Self-Direct Learning  

Review

This study addresses a pertinent issue in elementary education: the factors contributing to self-directed learning. The authors effectively frame the problem, noting the common attribution of low self-directed learning to insufficient external support, which can lead to negative academic habits and reduced knowledge retention. By choosing to investigate the interplay of internal factors—specifically self-efficacy and learning motivation—in upper-grade elementary students in Surakarta, the research fills an identified gap. The quantitative correlational approach, utilizing a sample of 140 students via proportional random sampling and employing product moment and multiple correlation techniques, appears sound and appropriate for exploring these relationships. This methodological choice allows for the empirical examination of how these psychological constructs relate to students' capacity for independent learning. The findings robustly demonstrate significant positive correlations, providing clear empirical evidence for the hypotheses. Specifically, a significant positive correlation was found between self-efficacy and self-directed learning (r = 0.556, p < 0.05), and similarly between learning motivation and self-directed learning (r = 0.630, p < 0.05). Furthermore, the combined influence of both self-efficacy and learning motivation also showed a strong and significant correlation with self-directed learning (R = 0.649, p < 0.05). These results compellingly confirm the dual role of self-efficacy and motivation as critical predictors of self-directed learning among elementary students. The strength of these correlations underscores the importance of nurturing these internal psychological states to enhance students' independence and engagement in their learning processes. While the study provides valuable insights, it is important to acknowledge the inherent limitations of a purely correlational design, which cannot establish causality. Future research could build upon these foundational findings by exploring causal pathways through longitudinal studies or intervention-based approaches designed to enhance self-efficacy and motivation and observe their impact on self-directed learning. The authors commendably suggest further research into additional influences such as external support, time management, and learning strategies. Integrating these external and practical factors, perhaps through mixed-methods designs, would offer a more comprehensive understanding of the multifaceted nature of self-directed learning. Despite these avenues for further exploration, this study significantly contributes to the literature by empirically validating the crucial role of internal student attributes in fostering independent learning during the formative elementary years.

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