Academic Self-Efficacy, Achievement Motivation, and Academic Resilience as Predictors of Science Learning Outcomes among Students in the Elementary School Teacher Education Programme
DOI:
10.29303/jppipa.v12i4.14860Published:
2026-04-25Downloads
Abstract
Science learning outcomes among elementary school teacher education students are determined not only by mastery of content but also by psychological factors that influence engagement, persistence, and academic success. This study aimed to analyse the effects of academic self-efficacy, achievement motivation, and academic resilience on the science learning outcomes of students in the Elementary School Teacher Education Programme. The study employed a quantitative approach with a correlational survey design. The respondents comprised 136 students. Data were collected through a four-point Likert-scale questionnaire, with 16 items for each variable, and were then analysed using multiple linear regression. Instrument quality indicated that all items were valid and reliable, with Cronbach’s alpha values of 0.951 for academic self-efficacy, 0.953 for achievement motivation, 0.962 for academic resilience, and 0.979 for science learning outcomes. The findings showed that the three predictors simultaneously had a significant effect on science learning outcomes with R = 0.909, R² = 0.826, and F(3,132) = 209.460, p < 0.001. Partially, academic self-efficacy had a significant positive effect, academic resilience emerged as the most dominant predictor, whereas achievement motivation had no significant effect after being controlled together with the other variables. These findings underscore that improving the science learning outcomes of Elementary School Teacher Education students should focus on strengthening academic confidence and learning resilience through challenging, supportive, and sustainable learning experiences.
Keywords:
Learning outcomes Motivation Resilience Science Self-efficacyReferences
Akçay, P. (2025). The mediating role of academic self-efficacy in the relationship between university students’ heutagogical competencies and lifelong learning tendencies. Frontiers in Education, 10, 1719199. https://doi.org/10.3389/feduc.2025.1719199
Alismail, A. M., & Almulla, M. O. (2026). Exploring the interplay between achievement motivation, students’ satisfaction with their major, and successful intelligence in supporting the sustainability of university education in Saudi Arabia. BMC Psychology, 14(1), 112. https://doi.org/10.1186/s40359-025-03835-1
Awaludin, A., Ruhiyat, Y., & Anriani, N. (2023). The effects of STEM learning model and self-efficacy on students’ learning outcome. PPSDP International Journal of Education, 2(2), 67–75. https://doi.org/10.59175/pijed.v2i2.109
Bagdžiūnienė, D., Žukauskaitė, I., Bulotaitė, L., & Sargautytė, R. (2025). Study and personal resources of university students’ academic resilience and the relationship with positive psychological outcomes. Frontiers in Psychology, 16, 1517359. https://doi.org/10.3389/fpsyg.2025.1517359
Cai, Z., & Meng, Q. (2025). Academic resilience and academic performance of university students: the mediating role of teacher support. Frontiers in Psychology, 16, 1463643. https://doi.org/10.3389/fpsyg.2025.1463643
Correa-Rojas, J., Grimaldo, M., Marcelo-Torres, E., Manzanares-Medina, E., & Ravelo-Contreras, E. L. (2024). Growth mindset, grit, and academic self-efficacy as determinants of academic performance in Peruvian university students. International Journal of Educational Psychology, 13(2), 124–142. https://doi.org/10.17583/ijep.13115
Hammack, R., Yeter, I. H., Pavlovich, C., & Boz, T. (2024). Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities. International Journal of STEM Education, 11, 4. https://doi.org/10.1186/s40594-024-00464-9
Ilyas, A. M., Nirmala, S. D., & Raji-Ellams, Z. B. (2025). Transformation of student’s self-efficacy in science learning through the discovery learning model. EduStream: Jurnal Pendidikan Dasar, 9(2), 128–140. https://doi.org/10.26740/eds.v9n2.p128-140
Ingram, E., Hill, T. W., Harshbarger, D., & Keshwani, J. (2024). Improving elementary pre-service teachers’ science teaching self-efficacy through garden-based technology integration. Education Sciences, 14(1), 65. https://doi.org/10.3390/educsci14010065
Javier-Aliaga, D., Silva Neyra, O. R., Calizaya-Milla, Y. E., & Saintila, J. (2024). Academic self-efficacy and digital competence in a sample of university students. Contemporary Educational Technology, 16(4), 540. https://doi.org/10.30935/cedtech/15601
Laitinen, S., Christopoulos, A., Laitinen, P., & Nieminen, V. (2024). Relationships between self-efficacy and learning approaches as perceived by computer science students. Frontiers in Education, 9, 1181616. https://doi.org/10.3389/feduc.2024.1181616
Lehihi, T. G., Tsabedze, W. F., Oduaran, C. A., & Onyencho, V. C. (2025). Exploring the spirituality and academic resilience among university undergraduate students. Frontiers in Education, 10, 1671316. https://doi.org/10.3389/feduc.2025.1671316
Li, X., Pu, R., & Phakdeephirot, N. (2022). The influence of achievement motivation on college students’ employability: a chain mediation analysis of self-efficacy and academic performance. Frontiers in Psychology, 13, 972910. https://doi.org/10.3389/fpsyg.2022.972910
Liu, C., Liu, X., & Gao, H. (2026). The effect of academic self-efficacy on academic achievement among university students: A moderated mediation model of achievement goal orientation and teacher’s transformational leadership. Frontiers in Psychology, 17, 1674113. https://doi.org/10.3389/fpsyg.2026.1674113
Meng, Q., & Zhang, Q. (2023). The influence of academic self-efficacy on university students’ academic performance: the mediating effect of academic engagement. Sustainability, 15(7), 5767. https://doi.org/10.3390/su15075767
Obeng, P., Srem-Sai, M., Arthur, F., Salifu, I., Amoadu, M., Agormedah, E. K., Hagan, J. E., & Schack, T. (2025). Students’ academic resilience and well-being in Ghana: the mediating effects of grit and motivation. Discover Education, 4(1), 132. https://doi.org/10.1007/s44217-025-00537-z
Shofiah, V., Taruna, R., Asra, Y. K., Rajab, K., & Sa’ari, C. Z. (2023). Academic self-efficacy as a mediator on the relationship between academic motivation and academic achievement of college students during the online learning period. International Journal of Islamic Educational Psychology, 4(1), 154–168. https://doi.org/10.18196/ijiep.v4i1.18247
Sun, P., Wang, L., & Yan, L. (2025). Mediation of coping style between academic self-efficacy and academic stress in middle school students. Frontiers in Psychology, 16, 1496528. https://doi.org/10.3389/fpsyg.2025.1496528
Wang, Y., & Zhang, W. (2024). The relationship between college students’ learning engagement and academic self-efficacy: a moderated mediation model. Frontiers in Psychology, 15, 1425172. https://doi.org/10.3389/fpsyg.2024.1425172
Yerdelen, S., Taş, Y., & Osmanoğlu, A. (2024). Investigating the change in prospective science teachers’ self-efficacy beliefs and the sources of this change during the teaching practice course. Frontiers in Education, 9, 1427513. https://doi.org/10.3389/feduc.2024.1427513
Zhang, G. (2025). Relationship between professional identity and academic performance of medical undergraduates in China: The mediating role of self-efficacy. Frontiers in Medicine, 12, 1597554. https://doi.org/10.3389/fmed.2025.1597554
Zhang, J., Wu, P., Chen, W., & Fang, F. (2026). The mechanisms underlying the influence of perceived pressure on doctoral students’ learning engagement: A serial mediation of social support and academic self-efficacy. Frontiers in Psychology, 17, 1747603. https://doi.org/10.3389/fpsyg.2026.1747603
Zhao, L., Liu, X., & Su, Y.-S. (2021). The differentiate effect of self-efficacy, motivation, and satisfaction on pre-service teacher students’ learning achievement in a flipped classroom: a case of a modern educational technology course. Sustainability, 13(5), 2888. https://doi.org/10.3390/su13052888
Zhi, Y., & Han, C. (2026). Structural relationships among academic self-efficacy, academic performance, and career preparation behavior: The roles of value and cost as mediating variables. Frontiers in Psychology, 16, 1680088. https://doi.org/10.3389/fpsyg.2025.1680088
Zhou, L., Tang, M., Du, X., & Chen, J. (2025). Correlation between academic hardiness and subjective well-being among teenagers: The chain mediating role of academic passion and academic self-efficacy. Frontiers in Psychology, 16, 1517977. https://doi.org/10.3389/fpsyg.2025.1517977
License
Copyright (c) 2026 Agung Hastomo, Hendra Setyawan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- 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 Jurnal Penelitian Pendidikan IPA.
- 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, as well as earlier and greater citation of published work (See The Effect of Open Access).
