The Role of Self-Efficacy in Shaping Students' Learning Motivation and Academic Resilience: A Literature Review in Educational Psychology Perspective

Abstract

Self-efficacy is a widely studied psychological construct in educational psychology because it is believed to be a key determinant of students' academic success. This study aims to examine in depth the concept of self-efficacy and its role in two important psychological variables in the learning process, namely learning motivation and academic resilience. This research employs a qualitative library research method, collecting, reviewing, and synthesizing relevant national journal articles as primary sources. The findings reveal three main points. First, self-efficacy in educational psychology is understood as an individual's belief in their ability to organize and execute the actions required to achieve certain learning outcomes, formed through four main sources: mastery experience, vicarious experience, verbal persuasion, and physiological-emotional states. Second, self-efficacy plays a significant role in shaping and enhancing students' learning motivation, both directly and through interaction with environmental factors such as classroom climate, parental support, and teachers' teaching creativity. Third, self-efficacy also contributes substantially to students' academic resilience, with reported contributions ranging from 28% to nearly 50% of the variance in academic resilience across studies. This study recommends that strengthening self-efficacy be made a primary strategy in educational psychology interventions in schools, whether through guidance and counseling programs, supportive parenting patterns, or instructional designs that provide room for students' mastery experiences.