Differences in Academic Resilience and Learning Motivation Levels Based on Self-Efficacy Levels in SMA 1 Bae Students

Abstract

This research is motivated by the high academic demands on high school students that can cause learning pressure, low motivation, and difficulty in maintaining learning consistency, so that academic resilience skills are needed which are thought to be influenced by self-efficacy. This study aims to determine the differences in the level of academic resilience and learning motivation based on the level of self-efficacy in SMA 1 Bae students using a comparative design quantitative approach, involving 30 students selected through purposive sampling, and using a Likert scale to measure research variables analyzed by classical assumption tests and Independent Sample T-Test. The results of the study indicate that the instrument is valid and reliable, the data meets statistical assumptions, and there is no significant effect of self-efficacy and learning motivation on academic resilience simultaneously, but a significant difference was found between students with high and low self-efficacy, where students with high self-efficacy have higher academic resilience and learning motivation. These findings indicate that self-efficacy does not act as a direct predictor, but rather as a differentiating factor in dealing with academic demands. Therefore, it is recommended that students improve their self-efficacy, schools provide positive learning environment support, and further research adds other variables to make the results more comprehensive.