The Influence of Academic Self-Efficacy and Peer Support on Students’ Learning Motivation in Mathematics
Abstract
Purpose of the study: This study is to examine the influence of academic self-efficacy and peer support on students’ learning motivation in mathematics among junior high school students. It aims to identify whether academic self-efficacy and peer relationships contribute to increasing learning motivation in mathematics both partially and simultaneously.
Methodology: This study using a quantitative approach with an ex post facto design involving 345 junior high school students selected through simple random sampling. Data were collected using standardized academic self-efficacy, peer support, and learning motivation scales. The data were analyzed using simple linear regression and multiple linear regression through SPSS version 27 to determine the magnitude and significance of the relationships.
Main Findings: The findings revealed that academic self-efficacy and peer support both have significant positive effects on students’ learning motivation in mathematics. Academic self-efficacy emerged as the strongest predictor, while peer support acted as an important factor enhancing students’ learning motivation in mathematics. Simultaneously, both variables explained a substantial portion of the variance in mathematics learning motivation.
Novelty/Originality of this study: This study shows that motivation to learn mathematics can be influenced by academic self-efficacy and peer support. It is important for teachers to involve peers in the learning process and providing valuable insights for guidance and counseling teachers to foster supportive and confidence-building learning conditions.
References
A. P. Damayanti, Y. Yuliejantiningsih, and D. Maulia, “Interaksi Sosial Teman Sebaya Terhadap Motivasi Belajar Siswa,” Jurnal Penelitian dan Pengembangan Pendidikan, vol. 5, no. 2, pp. 163–167, Jun. 2021, doi: 10.23887/JPPP.V5I2.27576.
Y. Syafari and M. Montessori, “Analisis Pembelajaran Daring Terhadap Motivasi Belajar Dan Prestasi Belajar Siswa Dimasa Pandemi Covid-19,” Jurnal Basicedu, vol. 5, no. 3, pp. 1294–1303, Apr. 2021, doi: 10.31004/basicedu.v5i3.872.
T. Prawitasari and E. R. Antika, “Pengaruh Self-Efficacy Terhadap Resiliensi Akademik Siswa,” Jurnal Bimbingan dan Konseling Indonesia , vol. 7, no. 2, 2022.
B. J. Zimmerman and M. Martinez-Pons, “Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.,” J Educ Psychol, vol. 82, no. 1, pp. 51–59, Mar. 1990, doi: 10.1037/0022-0663.82.1.51.
N. K. A. A. Nita and G. N. S. Agustika, “Efikasi Diri dan Regulasi Diri Berpengaruh terhadap Motivasi Belajar pada Siswa,” MIMBAR PGSD Undiksha, vol. 11, no. 1, pp. 81–90, Mar. 2023, doi: 10.23887/jjpgsd.v11i1.58234.
H. B. Uno, Teori Motivasi & Pengukurannya. Jakarta: Bumi Aksara, 2017.
D. Anne T. Hufana and M. G. Gurat, “Individual, Motivational, and Social Support Factors Towards Learning Mathematics of University Students in the Blended Learning Approach,” Am J Educ Res, vol. 11, no. 4, pp. 175–182, Apr. 2023, doi: 10.12691/education-11-4-1.
B. Y. P. Sakti, S. Urbayatun, and C. Prabawanti, “The Role of Self-Efficacy and Optimism on Academic Stress Towards Industrial Engineering Students at Universitas Ahmad Dahlan, Yogyakarta Batch 2017-2019,” International Journal of Sciences: Basic and Applied Research (IJSBAR), vol. 53, no. 1, pp. 35–42, 2020.
OECD, “PISA 2022 Results Factsheets Indonesia PUBE,” OECD. Accessed: Nov. 06, 2025.
OECD, PISA 2022 Results (Volume I). OECD Publishing, 2023, doi: 10.1787/53f23881-en.
A. Nurdiana and A. R. Kirana, “Pengaruh Strategi Prediction Guide Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Utama 3 Bandar Lampung,” Epsilon: Jurnal Pendidikan Matematika, vol. 2, no. 1, pp. 9–16, 2020.
A. D. P. Az’zahra, M. B. Putri, M. N. Satrio, and D. Ermawati, “Analisis Kesulitan Belajar Matematika pada Materi Pecahan Siswa Kelas V SD Negeri Pati Wetan 01,” JEID: Journal of Educational Integration and Development, vol. 4, no. 2, pp. 80–88, Jun. 2024, doi: 10.55868/jeid.v4i2.332.
K. S. Al Umairi, “Role of mathematics motivation in the relationship between mathematics self-efficacy and achievement,” Journal of Pedagogical Research, Aug. 2024, doi: 10.33902/JPR.202428560.
K. Kong and W. Kong, “The Role of Self-efficacy in Motivating Middle School Students’ Learning,” International Journal of Education and Humanities, vol. 17, no. 1, pp. 273–275, Nov. 2024, doi: 10.54097/qsq0q663.
S. M. Elias and S. MacDonald, “Using Past Performance, Proxy Efficacy, and Academic Self‐Efficacy to Predict College Performance,” J Appl Soc Psychol, vol. 37, no. 11, pp. 2518–2531, Nov. 2007, doi: 10.1111/j.1559-1816.2007.00268.x.
A. Zajacova, S. M. Lynch, and T. J. Espenshade, “Self-Efficacy, Stress, and Academic Success in College,” Res High Educ, vol. 46, no. 6, pp. 677–706, Sep. 2005, doi: 10.1007/s11162-004-4139-z.
R. M. Ryan and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemp Educ Psychol, vol. 61, p. 101860, Apr. 2020, doi: 10.1016/j.cedpsych.2020.101860.
Y. F. Zakariya, “Improving students’ mathematics self-efficacy: A systematic review of intervention studies,” Front Psychol, vol. 13, Sep. 2022, doi: 10.3389/fpsyg.2022.986622.
M. J. A. Nazareth-Tanaid and M. A. Osic, “Influence of Academic and Emotional Self-Efficacy on Students Mathematics Motivation in the New Normal Learning,” Psychology and Education Journal, vol. 15, no. 9, 2023.
L. D. S. Alvarez et al., “The Effects of Peer Influence on Students’ Motivation,” Psychology And Education: A Multidisciplinary Journal, vol. 22, no. 6, 2024.
Wulandari, Komarudin, S. M. Hallare, and A. DL. Loyola, “The Contribution of Peer Social Support to Psychological Well-Being among Overseas Students,” Journal of Health Sciences and Medical Development, vol. 3, no. 01, pp. 42–51, Feb. 2024, doi: 10.56741/hesmed.v3i01.491.
T. A. Alotaibi et al., “The Benefits of Friendships in Academic Settings: A Systematic Review and Meta-Analysis,” Cureus, Dec. 2023, doi: 10.7759/cureus.50946.
Y. Shao, S. Kang, Q. Lu, C. Zhang, and R. Li, “How peer relationships affect academic achievement among junior high school students: The chain mediating roles of learning motivation and learning engagement,” BMC Psychol, vol. 12, no. 1, p. 278, May 2024, doi: 10.1186/s40359-024-01780-z.
J. Mean, “Peer Motivation: Getting Through Math Together,” Journal of Humanistic Mathematics, vol. 11, no. 1, pp. 113–135, Jan. 2021, doi: 10.5642/jhummath.202101.08.
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung: Alfabeta, 2018.
A. Bandura, Self-Efficacy The Exercise of Control. W.H Freeman and Company, 1997.
E. P. Sarafino, Health Psychology Biopsychosocial Interaction. John Wiley & Sons, 1994.
N. Daulay, M. Bagas F, and L. Lubis, “Learning Motivation and Coping Stress To Online Learning Difficulties in Students,” AL-ISHLAH: Jurnal Pendidikan, vol. 14, no. 3, pp. 3771–3780, Aug. 2022, doi: 10.35445/alishlah.v14i3.992.
A. Anwar and M. Mardiana, “Hubungan Kedisiplinan Belajar Terhadap Prestasi Belajar Matematika Siswa Kelas VIII SMP Negeri 18 Baubau,” Indonesian Journal of Educational Science (IJES), vol. 4, no. 2, pp. 185–199, May 2022, doi: 10.31605/ijes.v4i2.1330.
N. Naqiyah, N. S. Salsabila, M. F. Ilhamuddin, S. Anam, D. Mutammima, and D. R. K. Putri, “Development of Academic-Efficacy Video Media as the Content of Islamic Guidance and Counselling Application (IGCA),” in Proceedings of the International Joint Conference on Arts and Humanities 2023 (IJCAH 2023), Atlantis Press, Dec. 2023, pp. 1090–1097. doi: 10.2991/978-2-38476-152-4_110.
A. Sahin et al., “Self-Efficacy Pada Siswa: Systematic Literatur Review,” G-Couns: Jurnal Bimbingan dan Konseling, vol. 8, no. 2, pp. 627–639, Jan. 2024, doi: 10.31316/gcouns.v8i2.5549.
D. Susanti, H. Retnawati, E. Arliani, and L. Irfan, “Peluang dan tantangan pengembangan asesmen high order thinking skills dalam pembelajaran matematika di indonesia,” Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu (PME), vol. 02, no. 02, pp. 229–242, 2023.
Copyright (c) 2025 Alamanda Wahyu Isnawati, Najlatun Naqiyah, Ari Khusumadewi, Wiryo Nuryono
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Indonesian Journal of Education Research (IJoER) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
