Korelasi Efikasi Diri Dengan Motivasi Belajar Mahasiswa Selama Pelaksanaan Kuliah Daring

This study aims to determine the relationship between self-efficacy and student learning motivation during the implementation of online lectures. The subjects of this study were active students of the Faculty of Psychology, University of Muhammadiyah Surakarta, totaling 100 people. The sampling technique in this study used simple random sampling. This study uses a quantitative approach. The data collection tool uses a scale, namely the self-efficacy scale and the learning motivation scale. Data analysis was carried out with the Correlation Product Moment analysis. The results showed that the value of the r coefficient was 0.783 with a significance of (p) = 0.000 (p≤0.01), meaning that there was a significant positive relationship between self-efficacy and student learning motivation during the implementation of online lectures, therefore it can be interpreted that the higher The self-efficacy of a student, the higher their learning motivation during the implementation of online lectures, and vice versa if the lower the self-efficacy, the lower the student's learning motivation. The self-efficacy category is included in the very high category with the empirical average (RE) = 84.25 and higher than the hypothetical average (RH) = 67.5. While the results of the categorization of learning motivation get the empirical mean of (RE) = 112.97, and higher than the hypothetical average (RH) = 92.5 which is included in the high category. The effective contribution is 61.3%, this shows that there are several other factors of 38.7% that can have an influence on students during the implementation of online lecture