<![CDATA[This study aims to examine the influence of achievement motivation and adversity quotient on Aqidah Akhlak learning outcomes, with self-efficacy serving as a mediating variable among tenth-grade students at MA NIPI Rakha Amuntai. The study employed a quantitative approach using path analysis. The sample was selected through proportional random sampling based on the Slovin formula, resulting in 102 respondents from a population of 143 tenth-grade students. Data were collected using validated and reliable questionnaires measuring achievement motivation, adversity quotient, and self-efficacy, while learning outcomes were obtained from students’ final examination scores. The results indicate that: (1) achievement motivation has a significant positive effect on self-efficacy (β = 0.412, p < 0.001); (2) adversity quotient has a significant positive effect on self-efficacy (β = 0.387, p < 0.001); (3) achievement motivation has a significant positive effect on Aqidah Akhlak learning outcomes (β = 0.298, p < 0.01); (4) adversity quotient has a significant positive effect on Aqidah Akhlak learning outcomes (β = 0.263, p < 0.01); (5) self-efficacy has a significant positive effect on Aqidah Akhlak learning outcomes (β = 0.341, p < 0.001); (6) self-efficacy significantly mediates the relationship between achievement motivation and learning outcomes (indirect effect = 0.141, p < 0.01); and (7) self-efficacy significantly mediates the relationship between adversity quotient and learning outcomes (indirect effect = 0.132, p < 0.01). These findings underscore the importance of fostering students' internal psychological resources to enhance learning outcomes in Islamic religious education.]]>
