Self-Motivation and Academic Achievement in Early Adolescence: A Simple Linear Regression Study among Seventh-Grade Students in Indonesia

Indri L Rahmawati Yusmarina, Nihayatur Rosidah Zen, Devy Probowati, Ika Anggi Ratnawati, Ana Purwati, Putri Angelina Br Ginting

Abstract


Self-motivation is often assumed to be a strong internal driver of students' academic success, yet empirical evidence on the strength of this relationship among early adolescents remains limited and inconsistent. This study examined the contribution of self-motivation to academic achievement among seventh-grade students at a public junior high school in Singosari, East Java, Indonesia. A quantitative correlational design with simple linear regression was employed. Participants were 145 seventh-grade students who completed an online, 23-item, four-point Likert self-motivation questionnaire covering interest and attention, perseverance, learning autonomy, resilience, and achievement orientation; academic achievement was operationalized as students' self-reported previous-semester report-card average (n = 133). Data were analyzed using descriptive statistics, assumption testing, and simple linear regression in SPSS. Both variables fell into the good category descriptively, yet the regression model explained only 0.4% of the variance in achievement (R = .066, R² = .004, F(1,131) = 0.57, p = .451), indicating no statistically significant relationship. These findings suggest that academic achievement is shaped predominantly by factors beyond self-motivation, such as self-regulated learning and external support. Guidance and counseling interventions should therefore extend beyond fostering motivation toward strengthening students' self-regulated learning behaviors.

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References


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