The Influence of Self-Confidence and Learning Styles on Academic Achievement Through Learning Motivation as a Mediating Variable (Survey of 10th-grade Students at SMAN 2 Singaparna)

Abstract

The quality of education in Indonesia currently faces significant challenges, as evidenced by students’ low academic achievement, which is closely related to various internal factors. This study aims to analyze the influence of self-confidence and learning styles on academic achievement. This study uses learning motivation as a mediating variable. Based on Albert Bandura’s social cognitive theory, this quantitative study employs path analysis to evaluate the structural relationships among the variables. Data were collected from 10th-grade students at SMAN 2 Singaparna using a structured questionnaire and analyzed using SPSS. The results indicate that self-confidence and learning style have a positive effect on learning motivation. Furthermore, self-confidence, learning style, and learning motivation all have a positive effect on academic achievement. The Sobel test confirmed that learning motivation functions as a crucial mediating mechanism bridging the effects of self-confidence and learning style on academic achievement. This study implies the importance of fostering cognitive self-regulation and learning motivation to optimize learning.