Research Article
The Role of Learning Motivation in Intervening the Influence of Academic Stress and Self-Efficacy on Student Learning Achievement: A Post-Pandemic Covid-19 Study
@INPROCEEDINGS{10.4108/eai.2-8-2023.2341459, author={Meika Kurnia Puji Rahayu and Mia Dwi Lindasari and Khulfa Aulia Hari Yanti}, title={The Role of Learning Motivation in Intervening the Influence of Academic Stress and Self-Efficacy on Student Learning Achievement: A Post-Pandemic Covid-19 Study}, proceedings={Proceedings of the 1st International Conference on Economics and Business, ICEB 2023, 2-3 August 2023, Padang, Sumatera Barat, Indonesia}, publisher={EAI}, proceedings_a={ICEB}, year={2024}, month={6}, keywords={learning motivation academic stress self-efficacy learning achievement}, doi={10.4108/eai.2-8-2023.2341459} }- Meika Kurnia Puji Rahayu
Mia Dwi Lindasari
Khulfa Aulia Hari Yanti
Year: 2024
The Role of Learning Motivation in Intervening the Influence of Academic Stress and Self-Efficacy on Student Learning Achievement: A Post-Pandemic Covid-19 Study
ICEB
EAI
DOI: 10.4108/eai.2-8-2023.2341459
Abstract
This study examines academic stress, self-efficacy, and learning motivation post-COVID-19. The subjects of the study are students from the Faculty of Economics and Business at Universitas Muhammadiyah Yogyakarta. The sampling method is a purposive sampling method, which employs specific respondent criteria. The provisions are for pupils who transition between online and in-person lectures. Based on these parameters, 188 students from classes 2020 and 2021 were sampled. The questionnaire collected data. IBM SPSS Version 26 was used for multiple linear regression and path analysis. The findings indicate that academic stress does not influence learning motivation, self-efficacy has a positive and significant effect on learning motivation, learning motivation has a positive and significant effect on learning achievement, academic stress has a positive and significant effect on learning achievement, self-efficacy does not influence learning achievement, and learning motivation cannot mediate the effect of academic stress on learning achievement
