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Amidst Online Learning: The Self-Efficacy and Academic Motivation of the
College Students from the Public Higher Education Institutions in the
Philippines
Article in International Journal Of Advance Research And Innovative Ideas In Education · June 2021
DOI: 10.6084/m9.figshare.14832486.v1
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AMIDST ONLINE LEARNING: THE SELF-EFFICACY
AND ACADEMIC MOTIVATION OF THE COLLEGE
STUDENTS FROM THE PUBLIC HIGHER
EDUCATION INSTITUTIONS
IN THE PHILIPPINES
Ella Marie Doloque2
Elyssa Sison1
Kyle Edson Santor3 Nicole Alyanna Rayla4 Shan Micheal Capagalan5
1-5
Research Students, Psychological Statistics
Jhoselle Tus6
Professor, Psychological Statistics
Jesus is Lord Colleges Foundation, Inc., Bocaue, Bulacan, Philippines
6
Abstract
Online learning has become one of the most practical applications in education in this pandemic. Because of
online learning, students can still rely on learning a lot through this application. Still, some students hesitate to
enroll this school year because they do not have confidence regarding their academic skills and performance even
before in the face-to-face classes. Therefore, the researchers aim to study the influence of self-efficacy on the
freshmen college students' academic motivation in public state universities in the Philippines amidst the new
normal of education. Furthermore, this study investigates the relationship between first-year college students' selfefficacy and academic motivation from public higher education institutions in the Philippines. Based on the
statistical analysis, the findings revealed a significant relationship between self-efficacy and academic motivation
(r=.332) with an associated probability value of 0.01 alpha level of significance.
Keywords: Self-efficacy, Academic motivation, Online learning, First-year college students
1. INTRODUCTION
Online learning has become one of the most practical applications in education in this pandemic. Because
of online learning, students can still rely on learning a lot through this application. Still, some students hesitate to
enroll this school year because they do not have confidence regarding their academic skills and performance even
before in the face-to-face classes. Therefore, the researchers aim to study the influence of self-efficacy on the
freshmen college students' academic motivation in public state universities in the Philippines amidst the new
normal of education.
The government decided to put all countries on lockdown with the pandemic and stop all the ongoing
business, school year, and other transactions inside and outside the country. The students can't go to school
because of the virus. That is why the government, together with the Commission on Higher Education (CHED)
during Coronavirus (COVID-19), implemented a new normal education. The classes will be held through video
meetings using gadgets (Hidayah, 2020). Thus, school universities had to face a new methodological model and
adapt to this new normal. However, the teachers, students, and even the parents are not ready for the new learning
mode. A stressful surrounding that causes the students' anxiety influences the students' self-efficacy and academic
motivation (Arrebola, Ruiz, Vera, & Estrada, 2020).
Further, De Guzman, Edano, and Umayan (2017) discussed that Outcome-Based Education (OBE) in the
Philippines focused on improving teaching rather than the student's confidence in enhancing the new teaching
improvement. Thus, the new normal of education focuses on the student's reliability on the new educational
approach. In the study, the new education program has significantly affected the effectiveness of online learning.
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Educational background and internet usages, and the sustainability of internet connection greatly influence elearning readiness. Furthermore, Owate, Afolabi, & Akanwa (2017) also established that age, gender, availability,
accessibility, and human resources substantially affect the use of e-learning resources. These variables
significantly contribute to a successful online learning program and develop the learners' online learning skills.
Based on Rodriguez and Armellini's (2017) study, future researchers should focus on the effect of
increasing self-efficacy on different target audiences operating in various contexts. They also encourage the other
researchers to study skills incorporated into the higher education curriculum. Those recommendations of
Rodriguez et al. (2017) are what we are trying to learn in this research that we need to answer when this research
is complete. Hence, Peechapol, Na-Songkhla, Sujiva, and Luangsodsai (2018) study that knowledge and online
learning, feedback and reward, online communication and social influence, interactions, attitude, and learner
motivation are the various factors to self-efficacy in online learning.
Thus, online education is a subcategory of distance education, and because of that, many students suffer
difficulty taking their courses. Moreover, it decreases their self-efficacy and academic motivation to learn using
this Online Learning Distance (OLD) because they are accustomed to face-to-face classes or school. Still, elearning is one of the best ways and supplemental forms of education that the government can suggest to continue
the students' schooling. However, it's hard to implement because some students lack gadgets and money to support
the internet connection. Ancheta and Ancheta (2020), students hesitate to enroll this school year because of a lack
of financial support from their parents who lost their job because of the pandemic.
According to De Guzman (2020), online learning is the future and better way of education. It may also
make learning faster and efficient for the student. It provides convenience to both students and teachers. Despite
the Philippines' reality being still slow in internet connectivity, they must be ready for the technology change.
Moreover, this study explores the relationship between the self-efficacy and academic motivation of firstyear college students from public higher education institutions in the Philippines.
1.1 Research Questions
This study investigates the relationship between students' self-efficacy and academic motivation amidst
the new normal of education in public higher education institutions. Specifically, this study sought to answer the
following questions:
1. What is the level of self-efficacy of the respondents?
2. What is the profile of the academic motivation of the respondents in terms of:
2.1 intrinsic; and
2.2 extrinsic?
3. Is there a significant relationship between self-efficacy and academic motivation of the students?
2 . REVIEW OF LITERATURE
2.1 Self-Efficacy
Bandura in 1977 (as cited in Doménech, Abellán & Gómez, 2017) defined self-efficacy as "an individual's
belief in his or her own ability to form and complete action to produce the desired results and achievements,"
based on the Social Cognitive Theory developed by Bandura. This theory explained that people's belief in what
they can do is more meaningful than their skills. Academic self-efficacy expresses the student's judgments about
how well they can do classwork. (Bandura in 1986, as cited in Yüner, 2020)
According to Mabalay, Gaboy, and Roguel (2020), self-efficacy plays a significant role in every student
because it can affect their behavior. Self-efficacy influences the students to do good in every task they are into,
face all the difficulties they face, and set goals that they will achieve. The study's overall mean also shows that
the students have a high self-efficacy, which means that they can fulfill that task. The students who have a better
academic performance are the ones who had more positive emotions, used more metacognitive learning strategies,
and believed in their abilities (Hayat, Shateri, Amini, & Shokrpour 2020). And high levels of self-efficacy predict
higher academic success in all fields of expertise. In terms of students' achievement, motivation, and learning,
self-efficacy plays a predicting and mediating role (Ayllón, Alsina, & Colomer, 2019). However, Bandura 2001
(as cited in Sun et al. 2017), students' previous experiences of success or failure significantly influence their self14730
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efficacy. According to Del Villar & Napawi (2018), the students' self-efficacy substantially affects their academic
performance. The student's academic performance is the reflection of what they feel they have achieved and will
achieve. However, the study of Wu, Li, Zheng & Guo (2020) explained that self-efficacy, as one type of
motivational setup, has some effect but not a particular impact on student performance.
Students who feel they are capable of completing their schoolwork will improve their grades as a result.
They were present almost without encouragement and usually high self-excellence. The researchers have positive
feelings about their academic skills related to their average scholastic achievement (Ferguson, 2017). Thus, selfefficacy affected the performance of the individual's Bandura in 1986, 1997 (as cited in Shehzad, Alghorbany,
Lashari, & Lashari, 2019). The study of Alsop (2020) identifies the positive relationship between academic selfefficacy and academic success.
The findings withinside the study of Mosier (2018), college students who've been academically at-threat
mounted higher self-efficacy in analyzing new ideas, managing complex problems, feeling inspired to achieve
success in courses, and ensuring their academic abilities. In addition, Olave (2019) explained that one of the
elements influencing college students' success rates is the reliance on their capacity to result in intended results
in the face of challenges (self-efficacy).
Pasana, Badua, Acosta, Retuya, and Bernardo (2020), discussed that Filipino college students are 'very
confident' and the eight areas of self-efficacy. It also shows that the students' self-efficacy can ascribe to their
exposure to the Philippines' Basic Education Curriculum. The study of Sun, Oh, Seli, & Jung (2017) discussed
that it is crucial to encourage students' academic achievement in a freshman self-regulatory class by giving them
opportunities to develop their self-efficacy. The mission of increasing at-risk students' self-efficacy should be
ongoing. It is advisable to implement a long-term self-regulatory class to enhance self-efficacy and, as a result,
improve academic achievement. In addition, the study of Yavuzalp and Bahcivan (2020) explained that different
psychological variables could influence students' performance, and self-efficacy perception, a significant
psychological variable in university students in online learning environments, must be recognized.
The student population, in particular, faces additional pressures and challenges in the wake of the pandemic
due to the sudden change in learning modality and educational delivery to deal with the "new normal" (Blanco,
Carlota, Nasibog, Rodriguez, Saldaña, Velasquez, & Gagani, 2020). The more optimistic students considering
the pandemic's difficulties and obstacles are more likely to have high self-efficacy levels. All pessimism, hurdles,
anxieties, hesitations, and problems students face in adjusting to the new normal way of studying can positively
affect individual experiences.
The flexibility of time and area for studying is the maximum critical characteristic of online schooling,
making it the proper academic reaction to the COVID-19 pandemic. Face-to-face training is not feasible and
avoids direct contact with one another (Andal, 2020). E-Learning is undoubtedly considered one of the maximum
effective and supplemental education varieties today, especially at this rate because of COVID-19. (Estira, 2020).
The study of Yokoyama (2019) summarizes previous studies on the relationship between academic selfefficacy and academic performance in an online learning environment. Although there are not enough studies to
conduct a meta-analysis at this time, it can be considered that self-efficacy seemed to correlate with academic
performance in an internet studying setting, corresponding to a popular studying environment. Thus, academic
self-efficacy and academic performance can be affected by characteristics unique due to the online learning
environment. However, since the experience with online learning devices may influence the relationship between
academic self-efficacy and academic performance in an online learning context, those who aren't skilled at using
them can struggle academically in an online learning environment. Students' high self-efficacy had a significant
role in learning success amidst their limitations. It is essential to sustain self-efficacy to improve expectations of
using the internet for learning, which affects improving learning outcomes (Afifah & Indriwardhani, 2021).
2.2 Academic Motivation
Motivation is undoubtedly not a single build but instead subsumes a wide range of development like ability
self-ideas, task values, objectives, and accomplishment intentions. A couple of existing studies that researched
different persuasive develops as indicators of faculty students' tutorial accomplishment so much over students'
intellectual capacities, and earlier accomplishment showed that almost all sacred builds anticipated critical
accomplishment past insight which students' capability self-ideas and enterprise esteems are a lot of exceptional
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in foreseeing their accomplishment than objectives and accomplishment motives. (Steinmayr, Weidinger,
Schwinger & Spinath, 2019)
The study has given an overview of variables affecting the academic motivation of ethnic minorities
portrayed in studies from various nations. Elements that either positively or negatively impact the academic
motivation of ethnic minority students can be delegated only, family-related, school-related, and social factors.
Some factors that are identified can't be influenced, like sex. In any case, most different factors, such as schoolrelated and social components, can be influenced through mediation. Acknowledging the significance of the
factors identified in this review could work with the improvement of appropriate mediations for the upgrade of
the academic motivation of ethnic minority students, which thus may positively affect academic performance, yet
more research is required. Besides, more research into the factors recognized and the instruments used to measure
motivation is expected to produce an integrative model that explains the identified elements concerning
motivation that can be used for mediations (Isik, Wilschut, Croiset, & Kusurkar, 2018).
The study's objective is to understand the relationship between the significant five variables of character
and academic motivation. The result shows the significant relationship between character aspects and academic
motivation. It ought to be noticed that female results were higher in the values of intrinsic motivation towards
interdependence, neuroticism, and thoughtfulness, and the male results were higher in self-efficacy. Also, it was
seen that intrinsic motivation diminishes progressively from the first to the fourth year of the degree, the
requirement for acknowledgment decreases in the two last study years, and the receptiveness to encounters is
higher somewhat recently of the degree. Eventually, social education students show higher intrinsic motivation,
self-efficacy, complete motivation, receptiveness to encounters, and neuroticism. In contrast, primary education
students' results were higher in need of acknowledgment. (Fuertes, Fernandez, Mata, Gomez, & Pascual, 2020)
An example from one physiotherapy undergraduate program is a relationship between the affirmation
interview with the score admittance and motivation to learn, as estimated by the Motivation and Engagement
Scale: University/College (MES-UC), applied at week three of the program. Motivation to learn and specifically
self-conviction with learning might be influential in the change into advanced education. Thought of
individualized development for students with lowered motivation levels on entry might be fitting. Motivation
measures, for example, the MES-UC, might be appropriate to decide students’ commitment to educational plan,
ensuring that encounters in first-year programs cultivate student self-efficacy with learning. (Edgar, Carr,
Connaughton, Celenza 2019)
Torres and Alieto (2019) explored whether education strategy, achievement, and deep are mediators
between motive and academic performance and whether these relationships are different for students from other
ethnic groups to better understand the necessary interventions/curriculum support. The researchers perform
Structural Equation Modelling to test hypothesized models: a higher autonomous motivation has a positive
relationship with academic performance through deep and achieving strategy. It has negative relationships
through the surface strategy. This study says that the Filipino English as a Second Language (ESL) learners’
motivation will be up to their teacher. For ESL learners to do good in learning, the teacher should give extra care,
use their communication skills effectively, and make sure that they will be active in the entire process.
The students in the online peer assessment task displayed a high level of positive perceptions and
motivation. And they were also interested in actively engaging in a collaborative learning community where they
have reaped substantial benefits in terms of knowledge and skill development from their classmates’ feedback
and the process of giving feedback itself. (Huynh & Nguyen 2019).
The essential objective of learning occupied with advanced education is to fabricate graduate students with
great capability. This study intends to examine the academic motivation of Papuan students at SebelasMaret
University. The results showed that the extrinsic motivation of the Papuan understudy is more prevailing than is
intrinsic motivation. The components that affected the low motivation of Papuan students are peers, family,
educator, the foundation of training, social conditions, financial matters, and legislative issues. This study is relied
upon to give data and a basis to speakers, colleges, and policymakers to focus closer on Papuan student motivation
and further increment their learning motivation. (Triyanto, 2019)
Recently recognized the advantage of low-positive effects such as the feelings of peace and internal
harmony with cultural collectivists. However, detailed research has explored the benefits of low-affected states
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in education. The current study analyzed the relationship between peace of mind (PoM) in academic
encouragement (i.e., amotivation, controlled encouragement, and academic encouragement) and academic
achievement among Filipino students. PoM is positively associated with academic success, autonomous
motivation, and controlled motivation. As expected, poM is negatively related to amotivation, and autonomous
motivation is positively related to academic success (Datu, 2017).
When high technology phones become well known in modern society, the internet gets through the
limitations of reality and turns into a ubiquitous learning tool. To effectively accomplish the findings and test the
research theories, semi-trial research was applied in this study. The results reason that first, digital learning
presents better positive outcomes on learning motivation than customary educating does. Second, digital learning
shows better positive effects on learning results than conventional instructing does. Third, learning motivation
reveals essentially positive effects on learning impact in learning result, and fourth, learning motivation shows up
strikingly constructive effects on learning acquire in learning result. It is required to combine with current showing
drift and use the upsides of computerized figuring out how to create practicable showing methodologies for the
teaching effectiveness (Lin, 2017).
Due to unexpected changes from traditional face-to-face classes deal with distantly advanced learning,
some present studies uncovered that students’ motivation in internet learning was influenced both intrinsically
and extrinsically. It was found that the student’s motivation toward their online-based learning was naturally
influenced more by their ambition to learn new information and pleasure in encountering new learning techniques.
It was additionally affected extrinsically by outside guidelines and ecological conditions. In any case, amotivation
or the situation of need motivation likewise occurred because of helpless outer supporting facilities (Gustiani,
2020).
Academic motivation can be divided into intrinsic and extrinsic motivations based on individual needs and
outside pressures. Those individuals who are characteristically motivated discover the challenges exciting
and enjoy being associated with activities, and in contrast, for those individuals who are external motivated,
accomplishments and the outcomes of individual learning activities are the most top priorities (Kharameh,
Sharififard, Asayesh, Sepahvandi & Hoseini, 2018)
2.3 Self-Efficacy and Academic Motivation
In the study of Bryant (2018), the student’s personal perceived self-efficacy source development was
focused on how ineffective or effective they had been in school, with a particular focus on students’ persuasion
and physiological and affective source development. Evidence also suggested that student motivation was
dependent on their perceptions of academic self-efficacy. Academic motivation and self-efficacy influence each
other and lessen procrastination among the students. Having such good self-efficacy can motivate the students to
do well in school and increase academic success (Malkoc&Kesen, 2018). The study of Taheri-Kharameh,
Sharififard, Asayesh, Sepahvandi, and Hoseini (2018) showed that self-efficacy has a significant association with
academic motivation. In addition, by increasing the self-efficacy score, academic motivation will increase. In the
study of Maraghi, Abdolreza, Tabatabaei, Ahmady, and Hosseini (2018), the correlation between self-efficacy
and academic motivation was positive and significant, together with the relationship between the academic
motivation and self-efficacy subscales was significant too. They were supporting this claim based on the study of
Kheirkhah, Joghi, Jalal, and Haghani (2017), stating that there was a vital relationship between motivation and
self-efficacy. Moreover, according to Del Villar and Napawi (2018), the self-efficacy of the students has a
significant connection to their academic performance, and the multivariate regression analysis in the study of
Taheri-Kharameh et al. (2018) showed that students’ performance out of class is essential to factor predicting the
academic motivation.
The study of Yüner (2020) found a positive relationship between self-efficacy beliefs and intrinsic academic
motivation, external academic motivation levels, and performance success. In addition, it was discovered that
intrinsic academic motivation predicted self-efficacy beliefs significantly. And also, Kyndt, Donche, Coertjens,
Daal, Gijbels, and Petegem (2018) stated that the growth in motivation positively predicts the growth in selfefficacy. The study of Wu et al. (2020) explained that it is essential to remember that learning engagement plays
a vital role in mediating the relationship between intrinsic and extrinsic motivation and academic achievement.
Furthermore, both intrinsic and extrinsic motivation predict self-efficacy in a positive way
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The study of Chow and Wong (2020) elucidates that there were moderate positive correlations between
academic motivation and self-efficacy of student’s ability to identify information needed. These findings indicate
that the two elements are related and affect student learning.
According to the study of Campos and Madrigal (2020), that the high levels of self-efficacy and academic
motivation indicate the student competence and capability to accomplish and finish the task assigned to them.
Thus, the result shows a significant relationship between self-efficacy and students’ academic motivation.
Moreover, in the study of Alkan and Arslan (2019), the result showed a significant and positive correlation
between self-efficacy and motivation.
Daglar, Bilgic, and Evcili (2019) stated that, as the students’ professional motivation increases, the sense
of self-efficacy also increases. Therefore, it is recommended that the students become involved in the learning
process based on self-efficacy sufficiency, be supported by professors and their families, and encourage college
students to be aware of their self-efficacy. The findings in the study Kharameh et al. (2018) show that confidence
in academic execution out of the school or classroom results in students’ accomplishment. Such performance
might urge the students to think and trust their abilities and self-efficacy and be more motivated in academics.
According to the findings of the study Maraghi et al. (2018), a significant level of students have had normal
to high academic self-efficacy while their motivation in school has been sensible. The mutual relationship between
educational self-efficacy and academic motivation was positive and significant. It is recommended that an
increase in motivation could be related to promoting educational self-efficacy in clinical training students. The
relationship between the academic motivation and self-efficacy subscales was significant, as well. It must be
mentioned that, as indicated by the results of the study, using the modern system for teaching and distance learning
as well as time management and enhancing motivation, at last, can lead to academic achievement.
Further students ought to be done to decide if the consequences of this examination are the agent. The study
of Titrek, Cetin, Kaymark, and Kasikçi (2018) found significant positive correlations between academic
motivation and academic self-efficacy. Also, in the result of the study of Jdaitawi, Rasheed, Gohari, Raddy,
Aydın, Abas, Hasan, & Khatıry (2020), found that achievement motivation has a significant correlation with selfefficacy and these correlations show that the students enjoy their university environment as much as convinced
in their abilities to motivate the performance of their tasks. These results are steady with the research of
Firmansyah, Komala, and Rusdi (2018), that self-efficacy and motivation have a positive and very significant
relationship. Furthermore, based on the data of this study that there is a direct effect of self-efficacy on motivation,
and Self-efficacy and motivation have considerable influence on improving student learning outcomes. This claim
can be supported by the study of In‘am and Sutrisno (2021). The result shows a positive correlation between
students’ self-efficacy and their motivation in learning.
According to the study of Husain in 2014 (as cited in Bhatt & Bahadur, 2018) that self-efficacy is the
predictor and determinant of students’ motivation and learning, and also this study provides empirical evidence
that there is a significant correlation between self-efficacy and motivation. On the other hand, in the study of
Saracaloğlu & Dinçer 2019 (as cited in Chow & Wong, 2020), self-efficacy and academic motivation are
moderately correlated and can affect each other effectively. This relationship suggests that if motivation is low,
self-efficacy will be low, and vice versa. This result is consistent in the research of Hassankhani, Aghdam,
Rahmani, and Mohammadpoorfard 2015 (as cited in Saeedi & Parvizy, 2019), stating that the correlation between
self-efficacy and motivation was positive and significant, and it is suggested that an increase in motivation could
be associated with the promotion of self-efficacy in college students.
Interventions should encourage autonomous motivation and self-efficacy through independent supportive
behavior from the university and the family contexts to promote higher educational adjustment in first-year
students (Girelli, Alivernini, Lucidi, Cozzolino, Saverese, Sibilio, & Salvatore, 2018). Pehrson (2021) elucidates
that social support services should make the general college experience extra satisfying to first-generation online
college students who regularly feel isolated and have no familial support to acquire a degree. The parents and
teachers play a significant role in their self-efficacy and academic motivation to help them do well in school and
perform the tasks successfully. Also, inspiring the students to do well in school, like rewarding them, will motivate
them to strive hard and do their best when studying (Campos & Madrigal, 2020). In addition, the study of Fatima,
Sharif and Zimet (2018) revealed the independent and interactive effects of self-efficacy and social support from
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friends and a significant other on intrinsic academic motivation. Extrinsic academic encouragement was predicted
by social reinforcement from peers but not from family or a significant other.
The study of El-Sayed, El-Fatah, and Mousa (2021) found out that academic motivation and self-efficacy
are significantly and positively related to each other, likewise perceived social support. That’s why having a
family that will support you and cheers you up will let the student feel loved and care from their family. Being
able to handle difficult situations that we face or adversity intelligence will also help the students and have a selfefficacy that gives them the confidence to do anything and trust themselves. Having those three will help the
student have the learning motivation they need in times like this. (Handayani & Usman, 2021).
3. METHODOLOGY
3.1 Research Design
In this study, the researchers studied the influence of self-efficacy of the freshmen college students’
academic motivation amidst the new normal of education. The study used a quantitative research method, to be
specific, a descriptive correlational research design. Thus, the researcher adopted the quantitative method of
research. It used the survey as a data collection method that has gained popularity because of a great deal of
important information on what people think. Also, it is more common to use questionnaires because it yields
information that is more systematic for all participants (Estira, 2020). The survey design was used to gather data
based on the questionnaires’ results (Alipio, 2020).
3.2 Participants
The participants of this study were 348 students from different Public Universities in the Philippines. These
students are currently enrolled in the academic year 2020-2021. The respondents’ ages range from 18 to 20 years
old. The respondents are freshman college students from different academic programs and under the new normal
education system. The sampling technique that the researchers utilized for the study was the convenience
sampling method.
The students are eligible to be the respondents if they are fitted in the following criteria: (1) must be a firstyear college student enrolled in the school year 2020-2021, (2) and currently enrolled in any public universities
in the Philippines. After considering each criterion then students are qualified to be a respondent.
3.3 Instruments
To measure the respondent’s self-efficacy and academic motivation, General Self-Efficacy and Academic
Motivation Scale was used in this study.
Schwarzer and Jerusalem’s General Self-Efficacy Scale (1995) is used to determine the respondents’ selfefficacy. It is a 10-item psychometric scale created to assess the faith in oneself to cope with various challenging
demands in life. A higher score indicates good self-efficacy with internal reliability of Cronbach’s alpha .80
(Garza & Bain, 2014). In addition, this study utilized the Academic Motivation Scale to measure the extrinsic and
intrinsic motivation regarding the students’ education with internal reliability of Cronbach’s alpha .767 (Javaeed
et al., 2019).
3.4 Procedures
To achieve the necessary data of the study in determining the influence of self-efficacy and academic
motivation of the participants, the researchers gathered information through an online survey utilizing Google
Form with the participant’s consent. The survey was composed of thirty-eight (38) questions that may last for
twenty (20) minutes. Following the initial stages, participants were encouraged to raise any clarification, concerns,
and unclear questions due to the technical difficulties.
3.5 Ethical Considerations
The researchers' professor supported the study for the data gathering process and data-gathering
instruments. To ensure that the approval is secured, ethical standards will be strictly observed. Hence, the
participants identified and qualified to be involved based on the criteria laid out were requested to give explicit
consent through informed consent. Moreover, the study’s objectives were explained, and confidentiality was
discussed; the participants were assured that all data gathered in the development of the study would only be used
for academic and research purposes. Hence, the survey guide’s language used was appropriate to the literacy of
the participants.
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4.RESULTS
This part shows the findings according to the study’s research questions. To compare the mean and
determine the significance between variables, the Pearson correlation coefficient was computed using IBM SPSS
26.
4.1 Respondents’ Self-Efficacy
Table 1 depicts that the respondents obtain a total mean score ranging from 3.03 to 3.35. Self-efficacy
data resulted that students have a high self-efficacy, with the total mean of 3.27 and verbal interpretation of very
high. This concludes that public university first-year students’ self-efficacy during the COVID-19 pandemic was
still high. High levels of self-efficacy predict higher academic success in all fields of expertise.
Table 1
Respondents' profile in terms of Self-Efficacy
Indicators
I can always manage to solve difficult problems if I try hard
1.
enough.
If someone opposes me, I can find the means and ways to get
2.
what I want.
3. It is easy for me to stick to my aims and accomplish my goals.
I am confident that I could deal efficiently with unexpected
4.
events.
Thanks to my resourcefulness, I know how to handle
5.
unforeseen situations.
6. I can solve most problems if I invest the necessary effort.
I can remain calm when facing difficulties because I can rely
7.
on my coping abilities.
When I am confronted with a problem, I can usually find
8.
several solutions.
9.
If I am in trouble, I can usually think of a solution.
10.
I can usually handle whatever comes my way.
Mean
Verbal Interpretation
3.31
High
3.06
High
3.12
High
3.11
High
3.18
High
3.35
High
3.03
High
3.14
High
3.18
High
3.12
High
3.16
High
In terms of students’ achievement, motivation, and learning, self-efficacy plays a predicting and mediating
role (Ayllón, Alsina, & Colomer, 2019). The flexibility of time and area for studying is the maximum critical
characteristic of online schooling, making it the proper academic reaction to the COVID-19 pandemic. Face-toface training is not feasible and avoids direct contact with one another (Andal, 2020). The researchers have
positive feelings about their academic skills related to their average scholastic achievement (Ferguson, 2017).
4.2. Respondents’ Academic Motivation-Intrinsic
Table 2 illustrate the data about the first-year college student’s answers on the self-assessment profile.
The results of the gathered data show the level of student’s academic motivation intrinsically. The respondents
got a total mean score of 5.82.
Table 2
Respondents' profile in terms of Academic Motivation-Intrinsic
Indicators
Because I experience pleasure and satisfaction while learning
1.
new things.
For the intense feeling, I experience when I am communicating
2.
my own ideas to others.
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Mean
Verbal Interpretation
6.05
High
5.52
High
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3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
IJARIIE-ISSN(O)-2395-4396
For the pleasure, I experience while surpassing myself in my
studies.
For the pleasure, I experience when I discover new things
never seen before.
For the pleasure that I experience when I read interesting
authors.
For the pleasure that I experience while I am surpassing myself
in one of my personal accomplishments.
For the pleasure that I experience in broadening my knowledge
about subjects which appeal to me.
For the pleasure that I experience when I feel completely
absorbed by what certain authors have written.
For the satisfaction, I feel when I am in the process of
accomplishing difficult academic activities.
Because my studies allow me to continue to learn about many
things that interest me.
For the "high" feeling that I experience while reading about
various interesting subjects.
Because college allows me to experience a personal
satisfaction in my quest for excellence in my studies.
5.64
High
6
High
5.45
Above Average
5.81
High
5.99
High
5.83
High
5.81
High
6.07
High
5.64
High
6
High
5.82
High
On the other hand, the students’ pleasure in reading from different authors was above average, with an
overall mean of 5.45. This justifies that students are still wishful to learn, gain experience and finish their study
amidst the COVID-19 pandemic and first time experiencing the new normal learning. In the study of Gustiani
(2020), it was found that the student’s motivation toward their online-based learning was naturally influenced
more by their ambition to learn new information and pleasure in encountering new learning techniques. Thus,
their intrinsic motivation is high, and still willing to learn new things.
4.3. Respondents’ Academic Motivation-Extrinsic
Table 3 illustrate the data about the first years’ college students answers on the self-assessment profile.
The results of the gathered data show the level of student’s academic motivation extrinsically. The respondents
got a total mean score of 5.98.
Table 3
Respondents' profile in terms of Academic Motivation-Extrinsic
Indicators
Mean
Verbal Interpretation
Because with only a high-school degree, I would not find a high1.
5.84
High
paying job later.
Because I think that a college education will help me better
2.
6.17
High
prepare for the career I have chosen.
3. To prove to myself that I can complete my college degree.
6.09
High
4. In order to obtain a more prestigious job later.
6.26
High
Because eventually, it will enable me to enter the job market in
5.
6.2
High
a field that I like.
6. Because when I succeed in college, I feel important.
5.76
High
7. Because I want to have "the good life" later.
6.31
High
Because this will help me make a better choice regarding my
8.
6.05
High
career orientation.
9. To show myself that I am an intelligent person.
4.89
Above Average
10. In order to have a better salary later.
5.88
High
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Because I believe that a few additional years of education will
improve my competence as a worker.
12. Because I want to show myself that I can succeed in my studies.
11.
6.05
High
6.24
5.98
High
High
On the other hand, the students who want to show that they are intelligent resulted above average with an
overall mean of 4.89. The gathered data shows that the level of extrinsic motivation of the students is high.
However, their belief and trust in themselves are still in the line of above average. Those individuals who are
external motivated, accomplishments and the outcomes of individual learning activities are the most top priorities
(Kharameh et al., 2018)
4.4 Correlation of Self-efficacy and Academic Motivation
This part shows the correlation between self-efficacy and academic motivation of all the respondents. The
correlation analysis on the SPSS was used and tested at the 0.01 level of significance. The statistical analysis in
Table 4 revealed a significant relationship between self-efficacy and academic motivation (r=.332) with an
associated probability value of 0.01 alpha level of significance. Thus, in the study of Bryant (2018), the student’s
personal perceived self-efficacy source development was focused on how ineffective or effective they had been
in school, with a particular focus on students’ persuasion and physiological and affective source development.
Evidence also suggested that student motivation was dependent on their perceptions of academic self-efficacy
Table 4
Pearson Correlation of Self-Efficacy and Academic Motivation
CORRELATIONS
Self-Efficacy
Academic Motivation
1
.332**
Pearson Correlation
Self-Efficacy
Sig. (2-tailed)
.000
N
Pearson Correlation
Academic
Motivation
348
348
.332**
1
Sig. (2-tailed)
.000
N
348
348
**. Correlation is significant at the 0.01 level (2-tailed).
Moreover, academic motivation and self-efficacy influence each other and lessen procrastination among
the students. Having such good self-efficacy can motivate the students to do well in school and increase academic
success (Malkoc & Kesen, 2018).
5. DISCUSSION
This study focus is to identify the relationship between self-efficacy and academic motivation of college
students. As well as the level of their self-efficacy and their academic motivation, intrinsically and extrinsically.
Self-efficacy has a significant association with academic motivation. In addition, by increasing the self-efficacy
score, academic motivation will increase (Kharameh et al., 2018). Husain (as cited in Bhatt & Bahadur, 2018)
that self-efficacy is the predictor and determinant of students’ motivation and learning. The study provides
empirical evidence that there is a crucial correlation between self-efficacy and motivation.
The findings show that there is a significant relationship between the students’ self-efficacy and academic
motivation. Both progress motivation and self-efficacy encourage the students to use their potentials. Moreover,
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being incompetent is reported to decrease the potential performance in achieving learning objectives and
negatively affect academic motivation (Kharameh et al., 2018). Using the modern system for teaching and
distance learning as well as time management and enhancing motivation, at last, can lead to academic achievement
(Maraghi et al., 2018).
6. CONCLUSION
Online learning is a flexible learning system. The most practical method in education in this pandemic is
that the face-to-face way is not feasible and avoids direct contact with one another, but did not initially get a good
response from students and lecturers. As time goes by, this model is gradually accepted as a solution to continue
the learning process. The result of this study showed that public university first-year students' have a high selfefficacy even in this COVID-19 pandemic. Despite the educational background and internet usages and the
sustainability of internet connection of the students, it predicts a higher academic success in all fields of expertise
in students. Since the researchers aim to study the relationship of self-efficacy on the freshmen college students’
academic motivation, the researchers also gathered data about the students' academic motivation. Student's
academic motivation intrinsic and extrinsic is also high. On the other hand, the table above shows that there is a
significant relationship between self-efficacy and academic motivation with the 0.01 alpha level, it indicates that
academic motivation and self-efficacy influence each other, and having such good self-efficacy can motivate the
students to do well in school and increase their academic success. Therefore, online learning needs to be well
designed to provide positive outcomes and to help the students increase their competence in this “new normal”
and motivate them to do well in school amidst new average education.
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