Achievement Motivation During Covid-19 Pandemic: The Effect of Online Learning and Academic Self-Efficacy

Muhammad Abid Marzuki, Miftahussa'adah Wardi

Abstract


The COVID-19 pandemic led to changed the learning paradigm from traditional learning with face-to-face into online learning. Changes in the learning paradigm can affect the psychological condition of students. This study aims to examine the effect of online learning on academic self-efficacy and achievement motivation with a sample of 235 students of Sekolah Tinggi Agama Islam Attaqwa. Collecting data using a questionnaire and data analysis using Partial Least Square Structural Equation Modeling. The results showed that online learning had a positive and significant effect on achievement motivation and academic self-efficacy. Another finding states that academic self-efficacy has a positive effect on achievement motivation. Therefore as an implication the government through related agencies should work together to build a reliable online learning infrastructure, that is stable internet connenction, wide-reaching, and inexpensive.

Keywords


academic self-efficacy; achievement motivations; online learning

Full Text:

PDF

References


Al-Ammari, J., & Hamad, S. (2008). Factors influencing the adoption of e-learning at UOB. Proceeding of the Second International Conference and Exhibition for Zain E-Learning Center, (January 2008), 1–10. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:FACTORS+INFLUENCING+THE+ADOPTION+OF+E-LEARNING+AT+UOB#0

Argaheni, N. B. (2020). Sistematik review: Dampak perkuliahan daring saat pandemi COVID-19 terhadap mahasiswa Indonesia. PLACENTUM: Jurnal Ilmiah Kesehatan Dan Aplikasinya, 8(2), 99. https://doi.org/10.20961/placentum.v8i2.43008

Arima, M., Takamiya, Y., Furuta, A., Siriratsivawong, K., Tsuchiya, S., & Izumi, M. (2020). Factors associated with the mental health status of medical students during the COVID-19 pandemic: A cross-sectional study in Japan. BMJ Open, 10(12), 1–7. https://doi.org/10.1136/bmjopen-2020-043728

Artino, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. Internet and Higher Education, 12(3–4), 146–151. https://doi.org/10.1016/j.iheduc.2009.02.001

Arunachalam, T. (2019). An investigation on the role of perceived ease of use, perceived use and self efficacy in determining continuous usage intention towards an e-learning system. Journal of Distance Education and E-Learning, 7(4), 268–276. Retrieved from www.tojdel.net

Bakar, K. A., Tarmizi, R. A., Mahyuddin, R., Elias, H., Luan, W. S., & Ayub, A. F. M. (2010). Relationships between university students’ achievement motivation, attitude and academic performance in Malaysia. Procedia - Social and Behavioral Sciences, 2(2), 4906–4910. https://doi.org/10.1016/j.sbspro.2010.03.793

Bandura, A. (1986). Social foundations of though and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall.

Bandura, Albert. (1997). Exercise of personal and collective efficacy in changing societies. In Self-efficacy in Changing Societies. Cambridge: Cambridge University Press.

Banihashem, S. K., Molaei, M., Roudsari, S. S. Y., & Esanezhad, A. A. (2015). The impact of e-learning on students’ academic achievement and achievement motivation. Retrieved from https://www.academia.edu/34499664/The_impact_of_e_learning_on_students_academic_achievement_and_achievement_motivation

Barada, V., Doolan, K., Burić, I., Krolo, K., & Tonković, Ž. (2020). Student life during the COVID-19 pandemic lockdown: Europe-wide insights. Retrieved from http://www.ehea.info/Upload/BFUG_DE_UK_73_11_6_students_Covid_19_survey_results.pdf

Bdair, I. A. (2021). Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study. Teaching and Learning in Nursing, 000, 1–7. https://doi.org/10.1016/j.teln.2021.02.008

Benawa, A. (2018). The important to growing self-efficacy to improve achievement motivation. IOP Conference Series: Earth and Environmental Science, 126(1), 6–11. https://doi.org/10.1088/1755-1315/126/1/012086

Brown, B. L. (2010). The impact of self-efficacy and motivation characteristics on the academic achievement of upward bound participants. Retrieved from https://aquila.usm.edu/cgi/viewcontent.cgi?referer=https://www.google.co.id/&httpsredir=1&article=1429&context=dissertations

Cho, M. H., & Cho, Y. J. (2017). Self-regulation in three types of online interaction: a scale development. Distance Education, 38(1), 70–83. https://doi.org/10.1080/01587919.2017.1299563

Choi, D. H., Kim, J., & Kim, S. H. (2007). ERP training with a web-based electronic learning system: The flow theory perspective. International Journal of Human Computer Studies, 65(3), 223–243. https://doi.org/10.1016/j.ijhcs.2006.10.002

Deshwal, P., Trivedi, A., & Himanshi, H. L. N. (2017). Online learning experience scale validation and its impact on learners’ satisfaction. Procedia Computer Science, 112, 2455–2462. https://doi.org/10.1016/j.procs.2017.08.178

DuBrin, A. J. (2012). Essentials of management (9th ed.). Mason: South-Western Cengage Learning.

Dwijuliani, R., Rijanto, T., Munoto, Nurlaela, L., Basuki, I., & Maspiyah. (2021). Increasing student achievement motivation during online learning activities. Journal of Physics: Conference Series, 1810(1), 0–6. https://doi.org/10.1088/1742-6596/1810/1/012072

Hair, Jr, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysys: A global perspective (7th ed.). New Jersey: Pearson Education, Inc.

Hanham, J., Lee, C. B., & Teo, T. (2021). The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring. Computers & Education, 172(May), 104252. https://doi.org/10.1016/j.compedu.2021.104252

Harandi, S. R. (2015). Effects of e-learning on students’ motivation. Procedia - Social and Behavioral Sciences, 181(May), 423–430. https://doi.org/10.1016/j.sbspro.2015.04.905

Hazrati-Viari, A., Rad, A. T., & Torabi, S. S. (2012). The effect of personality traits on academic performance: The mediating role of academic motivation. Procedia - Social and Behavioral Sciences, 32(2010), 367–371. https://doi.org/10.1016/j.sbspro.2012.01.055

Hodges, C. B., & Stackpole-Hodges, C. L. (2018). Guided reflective journaling with vase based instruction in a dysphagia course: Learner self-efficacy and reaction. In C. B. Hodges (Ed.), Self-Efficacy in Instructional Technology Contexts. Cham: Springer Nature Switzerland.

Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119(August), 105699. https://doi.org/10.1016/j.childyouth.2020.105699

Hutauruk, A., & Sidabutar, R. (2020). Kendala pembelajaran daring selama masa pandemi di kalangan mahasiswa pendidikan matematika: Kajian kualiatatif deskriptif. Journal of Mathematics Education and Applied, 02(01), 45–51.

Kumar, N., & Bajpai, R. P. (2015). Impact of e-learning on achievement motivation and academic performance - A case study of college students in Sikkim. 10th International CALIBER, 370–382.

Li, L., Gao, H., & Xu, Y. (2020). The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination. Computers and Education, 159(August), 104001. https://doi.org/10.1016/j.compedu.2020.104001

Liaw, S. S., & Huang, H. M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers and Education, 60(1), 14–24. https://doi.org/10.1016/j.compedu.2012.07.015

Lim, K., Kang, M., & Park, S. Y. (2016). Structural relationships of environments, individuals, and learning outcomes in Korean online university settings. International Review of Research in Open and Distance Learning, 17(4), 315–330. https://doi.org/10.19173/irrodl.v17i4.2500

Liu, L. (2018). The relationship between self-efficacy and achievement motivation in adolescents: A moderated mediating model of self-identity and hope. Psychology and Behavioral Sciences, 7(3), 69. https://doi.org/10.11648/j.pbs.20180703.15

Mahyuddin, R., Elias, H., & Noordin, N. (2009). Emotional intelligence, achievement motivation and academic achievement among students of the public and private higher institutions. The International Journal of Diversity in Organizations, Communities, and Nations: Annual Review, 9(4), 135–144. https://doi.org/10.18848/1447-9532/CGP/v09i04/39742.

McClelland, D. C. (1985). Human motivation. Cambridge: Cambridge University Press.

Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S27–S31. https://doi.org/10.12669/pjms.36.COVID19-S4.2785

Parajes, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41(2), 116–125.

Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018). An exploration of factors influencing self-efficacy in online learning: A systematic review. International Journal of Emerging Technologies in Learning, 13(9), 64–86. https://doi.org/10.3991/ijet.v13i09.8351

Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. Internet and Higher Education, 29, 91–97. https://doi.org/10.1016/j.iheduc.2016.01.001

Raab, R. T., Ellis, W. W., & Abdon, B. R. (2001). Multisectoral partnerships in e-learning - A potential force for improved human capital development in the Asia Pacific. Internet and Higher Education, 4(3–4), 217–229. https://doi.org/10.1016/S1096-7516(01)00067-7

Ramdass, D., & Zimmerman, B. J. (2008). Effects ofself-correction strategy training on middle school students’ self-efficacy, self-evaluation, and mathematics division learning. Journal of Advanced Academics, 20(1), 18–41. https://doi.org/https://doi.org/10.4219%2Fjaa-2008-869

Rizvi, Y. S., & Nabi, A. (2021). Transformation of learning from real to virtual : an exploratory- descriptive analysis of issues and challenges. https://doi.org/10.1108/JRIT-10-2020-0052

Rowbotham, M., & Schmitz, G. S. (2013). Development and validation of a student self-efficacy scale. Journal of Nursing & Care, 02(01), 1–6. https://doi.org/10.4172/2167-1168.1000126

Ruiz, J. G., Mintzer, M. J., & Leipzig, R. M. (2006). The impact of e-learning in medical education. Academic Medicine, 81(3), 207–212. https://doi.org/10.1097/00001888-200603000-00002

Sajid, M. R., Laheji, A. F., Abothenain, F., Salam, Y., AlJayar, D., & Obeidat, A. (2016). Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia? International Journal of Medical Education, 7, 281–285. https://doi.org/10.5116/ijme.57a7.83d4

Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading and Writing Quarterly, 19(2), 159–172. Retrieved from http://libres.uncg.edu/ir/uncg/f/d_schunk_self_2003.pdf

Shah, S. S., Shah, A. A., Memon, F., Kemal, A. A., & Soomro, A. (2021). Online learning during the COVID-19 pandemic: Applying the self-determination theory in the ‘new normal.’ Revista de Psicodidáctica. https://doi.org/10.1016/j.psicoe.2020.12.003

Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. Internet and Higher Education, 19, 10–17. https://doi.org/10.1016/j.iheduc.2013.04.001

Smith, J., Guimond, F. A., Bergeron, J., St-Amand, J., Fitzpatrick, C., & Gagnon, M. (2021). Changes in students’ achievement motivation in the context of the COVID-19 pandemic: A function of extraversion/introversion? Education Sciences, 11(1), 1–8. https://doi.org/10.3390/educsci11010030

Smith, R., & Karaman, M. A. (2019). Development and validation of the contextual achievement motivation measure. International Journal of Psychology and Educational Studies, 6(3), 16–26. https://doi.org/10.17220/ijpes.2019.03.003

Tan, C. (2020). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies. https://doi.org/10.1108/AEDS-05-2020-0084

Thabet, T. S. A., & Kalyankar, N. . . (2014). The effect of e- learning approach on students ’ delayed achievement in fraction math course level 5 at Yemen’ s public primary schools. International Journal of Engineering Science & Advanced Technology (IJESAT), 4(2), 206–213.

Vancouver, J. B., & Kendall, L. N. (2006). When self-efficacy negatively relates to motivation and performance in a learning context. Journal of Applied Psychology, 91(5), 1146–1153. https://doi.org/10.1037/0021-9010.91.5.1146

Wigfield, A., & Eccles, J. S. (2002). Development of achievement motivation. New York: Electronic Publishing Services, Inc.

Yokoyama, S. (2019). Academic self-efficacy and academic performance in online learning: A mini review. Frontiers in Psychology, 9(JAN), 1–4. https://doi.org/10.3389/fpsyg.2018.02794

Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia - Social and Behavioral Sciences, 15, 2623–2626. https://doi.org/10.1016/j.sbspro.2011.04.158


DOI: http://dx.doi.org/10.30868/ei.v10i02.1727 <

Article metrics

Abstract views : 0 | views : 0

Refbacks

  • There are currently no refbacks.




Copyright (c) 2021 Muhammad Abid Marzuki, Miftahussa'adah Wardi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Editorial Address:
Jl. Raya Dramaga KM. 7
Kelurahan Margajaya, Kecamatan Bogor Barat
Kota Bogor
Telp: 0251-8625187
HP: 0812 2220 2006
email: admin@staiabogor.ac.id

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats