CORRELATION AMONG SELF-EFFICACY, SELF-REGULATION, AND STUDENT LEARNING MOTIVATION IN THE ENGLISH DEPARTMENT OF THE STATE ISLAMIC INSTITUTE OF KERINCI ACADEMIC YEAR 2024/2025

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This study aimed to examine the correlation between sefl-efficacy and motivation, between self-regulation and learning motivation, and the simultaneous correlation between self-efficacy and self-regulation with students’ learning motivation. This research employed a descriptive quantitative method with a correlational design. The population consisted of 106 students from the English Education Department at the State Islamic Institute (IAIN) of Kerinci, using a total sampling technique. Data were collected through adapted questionnaires measuring self-efficacy, self-regulation, and learning motivation, and analyzed using Pearson Product Moment correlation, multiple regression, and descriptive statistical analysis. The results of the study indicated that there is a positive and significant correlation between self-efficacy and learning motivation (r = 0,640, Sig. = 0.000 < 0.05), as well as between self- regulation and learning motivation (r = 0.655, Sig. = 0.000 < 0.05). Furthermore, the multiple regression analysis showed that self-efficacy and self- regulation simultaneously have a significant influence on learning motivation, with an F-value of 52.772 (Sig. = 0.000 < 0.05) and a coefficient of determination (R²) of 0.506. This indicates that 50.6% of the variance in students' learning motivation can be explained by the combination of self-efficacy and self- regulation. These two factors play an important role in enhancing students' learning motivation in English language learning.