<![CDATA[This study aims to examine the extent to which self-confidence, self-efficacy, and learning motivation influence mathematical problem-solving abilities partially and simultaneously. A quantitative survey approach was used in this study, with data collection through questionnaires and data analysis that included classical assumption tests, Pearson correlation tests, and multiple linear regression tests. The results of the analysis concluded that self-confidence had a positive and significant effect on the dependent variable (r = 0.672, and R2 = 0.452), which means a strong and positive relationship with 45.2% of the dependent variable variation influenced by self-confidence. Likewise, self-efficacy had a positive and significant influence on the dependent variable (r = 0.684 and R² = 0.468), which means a strong and positive relationship with 46.8% of the dependent variable variance influenced by self-efficacy. In addition, learning motivation also has a positive and significant influence but is weaker than other variables on the dependent variable (r = 0.366 and R² = 0.134), which means that 13.4% of the variation in the dependent variable is influenced by learning motivation. Simultaneously, the three independent variables have a significant effect on the dependent variable (R = 0.816, R² = 0.665, p = 0), meaning that 66.5% of the variation in the dependent variable can be influenced by the three independent variables.]]>
Copyrights © 2026
