The Effect of Achievement Motivation, Self-Efficacy, and Social Support on Students’ Academic Flow at Cipta Wacana Christian University in Post-Covid-19 Pandemic Era
Abstract
The current study focuses on exploring students’ learning process and task management to obtain comprehensive learning outcomes. Not all students are able to focus and enjoy the learning process in Post-COVID-19 era, situating the changes on education system, interactions between students, and etc. Based on the preliminary research, 90% of Cipta Wacana Christian University students experienced feelings of boredom, stagnation, and stress during the online learning process. The current study aims to determine the influence of motivation, self-efficacy, and social relationships on academic achievement, recruiting 80 respondents as the sample of the study ranging to semesters 1 to 8. A quantitative study, piloting multiple correlation analysis techniques with the Spearman method were administered to explore the relationship between the various variables and gain a deeper understanding on how achievement motivation, self-efficacy and social support, affecting the students’ academic flow level. Furthermore, the study uncovered that self-efficacy and social support significantly contributed to academic flow. However, the achievement motivation variables (X1) and self-efficacy (X2) did not have any significant impact on academic flow (Y). Only the social support variable (X3) showed a significant influence, reflecting a novice and distinctive finding with the previous studies. The Beta coefficient for the achievement motivation variable contributed 22.2% to academic flow. It is lower than the Beta coefficient value for the self-efficacy variable (40.3%) and social support (72.3%). In a nutshell, the three independent variables had a positive direction on increasing achievement motivation, self-efficacy, and social support, contributing to increase the students’ academic flow.
References
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Butler, R. (2012). Striving to connect: extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726.
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Csikszentmihalyi, M. (2013). Flow: The psychology of happiness. Random House.
Darma, B. (2021). Statistika Penelitian Menggunakan SPSS (Uji Validitas, Uji Reliabilitas, Regresi Linier Sederhana, Regresi Linier Berganda, Uji t, Uji F, R2). Guepedia.
Dluha, M. S., Suminar, D. R., & Hendriyani, W. (2020). Pengaruh adversity quotient dan dukungan sosial terhadap adaptabilitas karir siswa di SMK “X” Gresik. Jurnal Psikologi: Media Ilmiah Psikologi, 18(01).
Egbert, J. (2004). A study of flow theory in the foreign language classroom. Canadian Modern Language Review, 60(5), 549–586.
Estiane, U. (2015). Pengaruh dukungan sosial sahabat terhadap penyesuaian sosial mahasiswa baru di lingkungan perguruan tinggi. Jurnal Psikologi Klinis Dan Kesehatan Mental, 4(1), 29–40.
García, A. J., Fong, C. J., & Regalado, Y. M. (2023). Motivational, identity-based, and self-regulatory factors associated with academic achievement of US collegiate student-athletes: A meta-analytic investigation. Educational Psychology Review, 35(1), 14.
Gottlieb, B. H., & Bergen, A. E. (2010). Social support concepts and measures. Journal of Psychosomatic Research, 69(5), 511–520.
Harjuna, R. T. B., & Magistarina, E. (2021). Tingkat Stress Akademik Mahasiswa Selama Daring Dimasa Pandemi. Jurnal Pendidikan Tambusai, 5(3), 10791–10798.
Huang, L., & Zhang, T. (2022). Perceived social support, psychological capital, and subjective well-being among college students in the context of online learning during the COVID-19 pandemic. The Asia-Pacific Education Researcher, 31(5), 563–574.
King-Sears, M. E., & Strogilos, V. (2020). An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom. International Journal of Inclusive Education, 24(2), 162–180.
Mahmudi, M. H., & Suroso, S. (2014). Efikasi diri, dukungan sosial dan penyesuaian diri dalam belajar. Persona: Jurnal Psikologi Indonesia, 3(02).
McClelland, D. (2015). Achievement motivation theory. In Organizational Behavior 1 (pp. 46–60). Routledge.
Mchugh, M. L. (2012). Lessons in biostatistics Interrater reliability : the kappa statistic. 276–282.
Moreno, L., & Tsang, C. (1994). Flow channeling in strongly heterogeneous porous media: A numerical study. Water Resources Research, 30(5), 1421–1430.
Mukti, B., & Tentama, F. (2019). Faktor-faktor yang mempengaruhi efikasi diri akademik. Prosiding Seminar Nasional Magister Psikologi Universitas Ahmad Dahlan, 341–347.
Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. Handbook of Positive Psychology, 89, 105.
Ningrum, D. S. A., & Andriani, E. (2020). Hubungan Social Support dengan Kecemasan Siswa dalam Menghadapi Ujian. QUANTA: Jurnal Kajian Bimbingan Dan Konseling Dalam Pendidikan, 4(2), 87–92.
Nwagwu, L., & Nwankwoala, H. N. L. (2020). Motivation as a tool for effective leadership in secondary schools in Rivers State. International Journal of Scientific Research in Education, 13(2), 340–353.
Owen, S. V, & Froman, R. D. (1988). Development of a College Academic Self-Efficacy Scale.
Poletti, M. (2020). Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic. Trends in Neuroscience and Education, 20, 100140. https://doi.org/10.1016/j.tine.2020.100140
Prihandrijani, E. (2016). Pengaruh motivasi berprestasi dan dukungan sosial terhadap flow akademik pada siswa SMA “X” di Surabaya. UNIVERSITAS AIRLANGGA.
Purwanto, A. (2022). Elementary school teachers performance: how the role of transformational leadership, competency, and self-efficacy? International Journal Of Social And Management Studies (IJOSMAS).
Resnick, B., & Jenkins, L. S. (2000). Testing the reliability and validity of the self-efficacy for exercise scale. Nursing Research, 49(3), 154–159.
Rif’ati, M. I., Arumsari, A., Fajriani, N., Maghfiroh, V. S., Abidi, A. F., Chusairi, A., & Hadi, C. (2018). Konsep dukungan sosial. Jurnal Psikologi Universitas Airlangga.
Rustika, I. M. (2012). Efikasi diri: tinjauan teori Albert Bandura. Buletin Psikologi, 20(1–2), 18–25.
Santrock, J. W. (2011). Educational psychology. McGraw-Hill.
Skar, G. B. U., Graham, S., & Huebner, A. (2022). Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment. Journal of Educational Psychology, 114(7), 1553. https://doi.org/10.1037/edu0000701
Sugiyono. (2022). Metode penelitian pendidikan : (pendekatan kuantitatif, kualitatif dan R & D) (Setiyawami (ed.); 3rd ed.). alfabeta. https://digilib.unigres.ac.id/index.php?p=show_detail&id=43
Sujarweni, V. W. (2014). Metodelogi penelitian. Yogyakarta: Pustaka Baru Perss.
Sukestiyarno, Y. L., & Agoestanto, A. (2017). Batasan prasyarat uji normalitas dan uji homogenitas pada model regresi linear. Unnes Journal of Mathematics, 6(2), 168–177.
Swarjana, I. K., & SKM, M. P. H. (2022). Konsep pengetahuan, sikap, perilaku, persepsi, stres, kecemasan, nyeri, dukungan sosial, kepatuhan, motivasi, kepuasan, pandemi covid-19, akses layanan kesehatan–lengkap dengan konsep teori, cara mengukur variabel, dan contoh kuesioner. Penerbit Andi.
Syakur, A., Sudrajad, W., Winurati, S., & Tilwani, S. A. (2023). The Motivation of Students and Their Exposure to Learning Loss After the Pandemic. Studies in Learning and Teaching, 4(3), 622–633.
Syakur, A., Susilo, T. A. B., Wike, W., & Ahmadi, R. (2020). Sustainability of Communication, Organizational Culture, Cooperation, Trust and Leadership Style for Lecturer Commitments in Higher Education. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(2), 1325–1335. https://doi.org/10.33258/birci.v3i2.980
Widya, V. (2021). Hubungan antara Self-Efficacy dengan Flow Akademik pada Mahasiswa UIN Ar-Raniry Banda Aceh yang Mengikuti Perkuliahan Daring Selama Pandemi Covid-19. UIN Ar-Raniry.
Yunalis, R., & Latifa, R. (2021). How To Increase Academic Flow In Math Study: The Influence Of Self Efficacy, Social Support and Achievement Motivation. Educouns Journal: Jurnal Pendidikan Dan Bimbingan Konseling, 2(2), 108–124.
Zhao, X., Feng, G. C., Ao, S. H., & Liu, P. L. (2022). Interrater reliability estimators tested against true interrater reliabilities. BMC Medical Research Methodology, 1–19. https://doi.org/10.1186/s12874-022-01707-5
Aguaded, I., Vizcaíno-Verdú, A., García-Prieto, V., & de-Casas-Moreno, P. (2023). The Impact of Post-Pandemic Learning Loss on Education Development: A Systematic Review. Review of Communication Research, 11, 172–189. https://doi.org/10.5680/RCR.V11.7
Aini, N. Q., & Fahriza, I. (2020). Flow akademik pada pendidikan. Jurnal Dinamika Pendidikan, 13(3), 369–376.
Al Hakim, R., Mustika, I., & Yuliani, W. (2021). Validitas dan reliabilitas angket motivasi berprestasi. FOKUS (Kajian Bimbingan & Konseling Dalam Pendidikan), 4(4), 263–268.
Arikunto, S. (2007). prosedur penelitian suatu pendekatan praktik (sixth). rineka cipta.
Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13(3), 209–223.
Bandura, A. (2013). Self-Efficacy: The Foundation of Agency1. In Control of human behavior, mental processes, and consciousness (pp. 16–30). Psychology Press.
Butler, R. (2012). Striving to connect: extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104(3), 726.
Chan, R. Y., Bista, K., & Allen, R. M. (2021). Is Online and Distance Learning the Future in Global Higher Education?: The Faculty Perspectives during COVID-19. In Online teaching and learning in higher education during COVID-19 (pp. 3–12). Routledge.
Creswell, jhon. w. (2014). Research design : qualitative, quantitative, and mixed methods approaches (A. Hutchinson (ed.); 4th ed.). SAGE Publications Asia-Pacific Pte. Ltd. https://fe.unj.ac.id/wp-content/uploads/2019/08/Research-Design_Qualitative-Quantitative-and-Mixed-Methods-Approaches.pdf
Csikszentmihalyi, M. (1997). Flow and the psychology of discovery and invention. HarperPerennial, New York, 39, 1–16.
Csikszentmihalyi, M. (2013). Flow: The psychology of happiness. Random House.
Darma, B. (2021). Statistika Penelitian Menggunakan SPSS (Uji Validitas, Uji Reliabilitas, Regresi Linier Sederhana, Regresi Linier Berganda, Uji t, Uji F, R2). Guepedia.
Dluha, M. S., Suminar, D. R., & Hendriyani, W. (2020). Pengaruh adversity quotient dan dukungan sosial terhadap adaptabilitas karir siswa di SMK “X” Gresik. Jurnal Psikologi: Media Ilmiah Psikologi, 18(01).
Egbert, J. (2004). A study of flow theory in the foreign language classroom. Canadian Modern Language Review, 60(5), 549–586.
Estiane, U. (2015). Pengaruh dukungan sosial sahabat terhadap penyesuaian sosial mahasiswa baru di lingkungan perguruan tinggi. Jurnal Psikologi Klinis Dan Kesehatan Mental, 4(1), 29–40.
García, A. J., Fong, C. J., & Regalado, Y. M. (2023). Motivational, identity-based, and self-regulatory factors associated with academic achievement of US collegiate student-athletes: A meta-analytic investigation. Educational Psychology Review, 35(1), 14.
Gottlieb, B. H., & Bergen, A. E. (2010). Social support concepts and measures. Journal of Psychosomatic Research, 69(5), 511–520.
Harjuna, R. T. B., & Magistarina, E. (2021). Tingkat Stress Akademik Mahasiswa Selama Daring Dimasa Pandemi. Jurnal Pendidikan Tambusai, 5(3), 10791–10798.
Huang, L., & Zhang, T. (2022). Perceived social support, psychological capital, and subjective well-being among college students in the context of online learning during the COVID-19 pandemic. The Asia-Pacific Education Researcher, 31(5), 563–574.
King-Sears, M. E., & Strogilos, V. (2020). An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom. International Journal of Inclusive Education, 24(2), 162–180.
Mahmudi, M. H., & Suroso, S. (2014). Efikasi diri, dukungan sosial dan penyesuaian diri dalam belajar. Persona: Jurnal Psikologi Indonesia, 3(02).
McClelland, D. (2015). Achievement motivation theory. In Organizational Behavior 1 (pp. 46–60). Routledge.
Mchugh, M. L. (2012). Lessons in biostatistics Interrater reliability : the kappa statistic. 276–282.
Moreno, L., & Tsang, C. (1994). Flow channeling in strongly heterogeneous porous media: A numerical study. Water Resources Research, 30(5), 1421–1430.
Mukti, B., & Tentama, F. (2019). Faktor-faktor yang mempengaruhi efikasi diri akademik. Prosiding Seminar Nasional Magister Psikologi Universitas Ahmad Dahlan, 341–347.
Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. Handbook of Positive Psychology, 89, 105.
Ningrum, D. S. A., & Andriani, E. (2020). Hubungan Social Support dengan Kecemasan Siswa dalam Menghadapi Ujian. QUANTA: Jurnal Kajian Bimbingan Dan Konseling Dalam Pendidikan, 4(2), 87–92.
Nwagwu, L., & Nwankwoala, H. N. L. (2020). Motivation as a tool for effective leadership in secondary schools in Rivers State. International Journal of Scientific Research in Education, 13(2), 340–353.
Owen, S. V, & Froman, R. D. (1988). Development of a College Academic Self-Efficacy Scale.
Poletti, M. (2020). Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic. Trends in Neuroscience and Education, 20, 100140. https://doi.org/10.1016/j.tine.2020.100140
Prihandrijani, E. (2016). Pengaruh motivasi berprestasi dan dukungan sosial terhadap flow akademik pada siswa SMA “X” di Surabaya. UNIVERSITAS AIRLANGGA.
Purwanto, A. (2022). Elementary school teachers performance: how the role of transformational leadership, competency, and self-efficacy? International Journal Of Social And Management Studies (IJOSMAS).
Resnick, B., & Jenkins, L. S. (2000). Testing the reliability and validity of the self-efficacy for exercise scale. Nursing Research, 49(3), 154–159.
Rif’ati, M. I., Arumsari, A., Fajriani, N., Maghfiroh, V. S., Abidi, A. F., Chusairi, A., & Hadi, C. (2018). Konsep dukungan sosial. Jurnal Psikologi Universitas Airlangga.
Rustika, I. M. (2012). Efikasi diri: tinjauan teori Albert Bandura. Buletin Psikologi, 20(1–2), 18–25.
Santrock, J. W. (2011). Educational psychology. McGraw-Hill.
Skar, G. B. U., Graham, S., & Huebner, A. (2022). Learning loss during the COVID-19 pandemic and the impact of emergency remote instruction on first grade students’ writing: A natural experiment. Journal of Educational Psychology, 114(7), 1553. https://doi.org/10.1037/edu0000701
Sugiyono. (2022). Metode penelitian pendidikan : (pendekatan kuantitatif, kualitatif dan R & D) (Setiyawami (ed.); 3rd ed.). alfabeta. https://digilib.unigres.ac.id/index.php?p=show_detail&id=43
Sujarweni, V. W. (2014). Metodelogi penelitian. Yogyakarta: Pustaka Baru Perss.
Sukestiyarno, Y. L., & Agoestanto, A. (2017). Batasan prasyarat uji normalitas dan uji homogenitas pada model regresi linear. Unnes Journal of Mathematics, 6(2), 168–177.
Swarjana, I. K., & SKM, M. P. H. (2022). Konsep pengetahuan, sikap, perilaku, persepsi, stres, kecemasan, nyeri, dukungan sosial, kepatuhan, motivasi, kepuasan, pandemi covid-19, akses layanan kesehatan–lengkap dengan konsep teori, cara mengukur variabel, dan contoh kuesioner. Penerbit Andi.
Syakur, A., Sudrajad, W., Winurati, S., & Tilwani, S. A. (2023). The Motivation of Students and Their Exposure to Learning Loss After the Pandemic. Studies in Learning and Teaching, 4(3), 622–633.
Syakur, A., Susilo, T. A. B., Wike, W., & Ahmadi, R. (2020). Sustainability of Communication, Organizational Culture, Cooperation, Trust and Leadership Style for Lecturer Commitments in Higher Education. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(2), 1325–1335. https://doi.org/10.33258/birci.v3i2.980
Widya, V. (2021). Hubungan antara Self-Efficacy dengan Flow Akademik pada Mahasiswa UIN Ar-Raniry Banda Aceh yang Mengikuti Perkuliahan Daring Selama Pandemi Covid-19. UIN Ar-Raniry.
Yunalis, R., & Latifa, R. (2021). How To Increase Academic Flow In Math Study: The Influence Of Self Efficacy, Social Support and Achievement Motivation. Educouns Journal: Jurnal Pendidikan Dan Bimbingan Konseling, 2(2), 108–124.
Zhao, X., Feng, G. C., Ao, S. H., & Liu, P. L. (2022). Interrater reliability estimators tested against true interrater reliabilities. BMC Medical Research Methodology, 1–19. https://doi.org/10.1186/s12874-022-01707-5
Authors
Syakur, A., & Suhadianto, S. (2025). The Effect of Achievement Motivation, Self-Efficacy, and Social Support on Students’ Academic Flow at Cipta Wacana Christian University in Post-Covid-19 Pandemic Era. At- Ta’lim : Jurnal Pendidikan, 11(2), 123–135. https://doi.org/10.55210/attalim.v11i2.2185
Copyright (c) 2025 Abd. Syakur, Suhadianto Suhadianto
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