The Effect of Self Concept and Learning Facilities On Students' Academic Achievement in Online Learning Moderated By Self Efficacy
DOI:
https://doi.org/10.62951/ijeepa.v2i2.124Keywords:
self concept, learning facilities, self efficacy, academic achievement, online learningAbstract
This study aims to analyze the influence of self-concept and learning facilities on the academic achievement of Business Education Study Program students in online learning moderated by self-efficacy. The variables studied are self-concept, learning facilities, and online learning self-efficacy. The urgency of this study is to explore various factors related to students' academic achievement in online learning to improve and help support the online learning process to be better, so that the expected learning objectives can be achieved. This type of research is survey research and has a quantitative approach. The population of this study was all students who were active and still taking online lectures, approximately 177 students. Meanwhile, the research sample was taken using the nonprobability sampling method with a saturated sampling technique. The data analysis technique used Moderated Regression Analysis (MRA). Based on the results of the study, self-concept and learning facilities have an influence on student achievement both partially and simultaneously. Furthermore, self-efficacy was found to moderate the influence of self-concept and learning facilities on student achievement.
References
Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011
Alqurashi, E. (2016). Self-Efficacy in online learning environments: A literature review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Blanco, Q. A., Carlota, M. L. M., Nasibog, A. J. B., Rodriguez, B. C., Saldaña, X. V. R., Vasquez, E. C. R., & Gagami, F. S. (2020). Probing on the relationship between students’ self-confidence and self-efficacy while engaging in online learning amidst COVID-19. Journal La Edusci, 1(4), 16–25. https://doi.org/10.37899/journallaedusci.v1i4.220
Bradley, B. J., Browne, B. L., & Kelley, M. J. (2017). Examining the relationship between resilience, mental health, and academic outcomes. Research in Higher Education, 58(7), 747–766.
Cha, J. A. (2020). Effects of Flipped Learning on the Critical Thinking Disposition, Academic Achievement and Academic Self-efficacy of Nursing Students: A Mixed Methods Study. Journal of Korean Academic Society of Nursing Education, 26(1), 25–35. https://doi.org/10.5977/jkasne.2020.26.1.25
Chae, M. (2018). Effects of Self-Achievement And Academic Self-Efficacy on Professional Self-Concept Targeting Nursing Students. Journal of Engineering and Applied Sciences, 13, 3067–3071.
https://doi.org/10.3923/jeasci.2018.3067.3071
Chung, E., Noor, N. M., & Mathew, V. N. (2020). Are you ready? An assessment of online learning readiness among university students. International Journal of Academic Research in Business and Social Sciences, 9(1), 301–317. https://doi.org/10.6007/IJARPED/v9-i1/7128
Damanik, S.E. 2019. Buku Ajar Pengelolaan Sumber Daya Alam Dan Lingkungan. Sidoarjo : Uwais Inspirasi Indonesia
DeNoyelles, A., Hornik, S. R., & Johnson, R. D. (2014). Exploring the dimensions of self-efficacy in virtual world learning: Environment, task, and content. Journal of Online Learning and Teaching, 10(2), 255.
Desmita. (2012). Psikologi Perkembangan Peseerta didik. Bandung: PT. Remaja Rosdakarya offset.
Fernández-Lasarte, O. (2019). Comparative Study Between Higher And Secondary Education: Effects of Perceived Social Support, Self-Concept and Emotional Repair on Academic Achievement. Educacion XX1, 22(2), 165–185. https://doi.org/10.5944/educxx1.22526
Hamalik, Oemar. (2003). Metode Belajar dan Kesulitan-kesulitan Belajar. Bandung: Remaja Karya.
Harti, S., Sudarwanto, T., Cahya, S. B., Rafida, V., & Furas, T. (2021). The impact of using online learning on salesmanship courses in the COVID-19 pandemic era. IJORER: International Journal of Recent Educational Research, 2(3), 365–371. https://doi.org/10.46245/ijorer.v2i3.114
Harris, O. (2019). A Phenomenological Study of Epstein ’ s Parental Involvement Framework With Middle-School English Language Learner (ELL) Teachers and Language Specialists (p. 168).
https://digitalcommons.csp.edu/cup_commons_grad_edd/427/
Hasan, U. R., Nur, F., Rahman, U., & Damayanti, E. (2021). Self Regulation , Self Esteem , dan Self Concept Berpengaruh terhadap Prestasi Belajar Matematika Peserta Didik. Jurnal Ilmiah Pendidikan Matematika, 4(1).
Hasbullah. (2012, hlm. 38-43). Dasar-Dasar Ilmu Pendidikan. Jakarta: Raja Grafindo Persada.
Høigaard, R. (2015). Academic Self-Efficacy Mediates The Effects of School Psychological Climate on Academic Achievement. School Psychology Quarterly, 30(1), 64–74. https://doi.org/10.1037/spq0000056
Ismail, A. O., Mahmood, A. K., & Abdelmaboud, A. (2018). Factors Influencing Academic Performance of Students in Blended and Traditional Domains. International Journal of Emerging Technologies in Learning (iJET), 13(02), pp. 170–187. https://doi.org/10.3991/ijet.v13i02.8031
Kanadli, S. (2016). A Meta-Analysis on The Effect of Instructional Designs Based on The Learning Styles Models on Academic Achievement, Attitude and Retention. Educational Sciences: Theory & Practice, 16(6), 2057–2086. https://doi.org/10.12738/estp.2016.6.0084
Klapp, A. (2018). Does Academic and Social Self-Concept and Motivation Explain The Effect Of Grading on Students’ Achievement? European Journal of Psychology of Education, 33(2), 355–376. https://doi.org/10.1007/s10212-017-0331-3
Kundu, A. (2020). Toward a framework for strengthening participants’ self-efficacy in online education. Asian Association of Open Universities Journal, 15(3), 351–370. https://doi.org/10.1108/AAOUJ-06-2020-0039
Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. Retrieved from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
Magee, W., & Upenieks, L. (2019). Gender differences in self-esteem , unvarnished self-evaluation , future orientation , self-enhancement and self-derogation in a U.S . national sample. Personality and Individual Differences, 149, 66–77.
Meral, Mustafa., Esma Colak, Ertan Zereyak. (2012). The relationship between self-efficacy and academic performance. Procedia - Social and Behavioral Sciences 46 ( 2012 ) 1143 – 1146 https://doi.org/10.1016/j.sbspro.2012.05.264
Mozammel, Soleman., Umair Ahmed., Nawal Shakar.(2021). Covid-19 and online learning: critical insights for academic achievement. Ilkogretim Online - Elementary Education Online, Year; Vol 20 (Issue 4): pp. 1452-1457
Möller, J., Zitzmann, S., Helm, F., Machts, N., & Wolff, F. (2020). A Meta-Analysis of Relations Between Achievement and Self-Concept. Review of Educational Research, 90(3), 376–419. https://doi.org/10.3102/0034654320919354
Mustakim. 2020. Efektivitas Pembelajaran Daring Menggunakan Media Online Selama Pandemi Covid-19 pada Mata Pelajaran Matematika. Al Asma: Journal of Islamic Education Vol. 2, No. 1.
Nawaz, Allah dan Ghulam Muhammad Kundi. (2010). Demographic Implications For The User-Perceptions of E-Learning in Higher Education Institutions of N-W.F.P. Pakistan. EJISDC. 41. 5, 1-17.
Rimba Hamid, Izlan Sentryo, Sakka Hasan. (2020). Online learning and its problems in the Covid-19 emergency period. Jurnal Prima Edukasia, 86-95.
Sadikin Ali & Afreni Hamidah. (2020). “Pembelajaran Daring Di Tengah Wabah Covid-19.” Jurnal Ilmiah Pendidikan Biologi 6(2):214–24.
Scherer. R., S.K. Howard, J. Tondeur, F. Siddiq. (2021). Profiling teachers' readiness for online teaching and learning in higher education: Who's ready? Computers in Human Behavior, 118 , Article 106675, 10.1016/j.chb.2020.106675
Schleicher, A. (2020). The impact of COVID-19 on education insights from education at a glance. OECD. Retrieved from https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
Schunk, D. H., & DiBenedetto, M. K. (2016). Self-Efficacy theory in Education. In Handbook of Motivation at School: Second Edition (pp. 34-52). https://doi.org/10.4236/oalib.1106447
Sticca, F. (2017). Short-And Long-Term Effects of Over-Reporting of Grades on Academic Self-Concept and Achievement. Journal of Educational Psychology, 109(6), 842–854. https://doi.org/10.1037/edu0000174
Taipjutorus, W., Hansen, S., & Brown, M. (2012). Investigating a relationship between learner control and self-efficacy in an online learning environment. Journal of Open, Flexible and Distance Learning, 16(1), 56–69. https://doi.org/10.61468/jofdl.v16i1.95
Televantou, I. (2021). Phantom And Big-Fish-Little-Pond-Effects on Academic Self-Concept and Academic Achievement: Evidence From English Early Primary Schools. Learning and Instruction, 71.
https://doi.org/10.1016/j.learninstruc.2020.101399
Tomás, J. (2020). The Effects of Self-Efficacy, Hope, and Engagement on The Academic Achievement of Secondary Education In The Dominican Republic. Psychology in the Schools, 57(2), 191–203. https://doi.org/10.1002/pits.22321
Toraman, Ç., Özdemir, H. F., Aytug Kosan, A. M., & Orakci, S. (2020). Relationships Between Cognitive Flexibility, Perceived Quality of Faculty Life, Learning Approaches, and Academic Achievement. International Journal of Instruction, 13(1), 85–100. https://doi.org/10.29333/iji.2020.1316a
Wu, P. (2015). Academic Achievement, Self-Concept And Depression in Taiwanese Children: Moderated Mediation Effect. School Psychology International, 36(1), 36–53. https://doi.org/10.1177/0143034314559869
Yavuzalp, N., & Bahcivan, E. (2020). The online learning self-efficacy scale: Its adaptation into Turkish and interpretation according to various variables. Turkish Online Journal of Distance Education, 21(1), 31–44.
Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and selfregulated learning strategies on students’ academic achievement. Procedia-Social and Behavioral Sciences, 15, 2623–2626.
https://www.sciencedirect.com/science/article/pii/S187704281100704X
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Educational Evaluation and Policy Analysis
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.