<![CDATA[Student learning performance still shows variations influenced by psychological factors and learning environment conditions. However, empirical integration of these internal and external factors into a single analytical model remains limited. This study aims to analyze, test, and evaluate the influence of self-efficacy, creativity, and locus of control on student learning performance through learning motivation as a mediating variable and a conducive learning environment as a moderating variable. This study employs a quantitative, explanatory design and uses a cross-sectional survey. The research subjects consisted of 230 undergraduate students selected through purposive sampling, who also served as subjects in the instrument test. Data collection was carried out using a structured questionnaire based on a Likert scale that has been tested for validity and reliability. Data analysis was performed using Structural Equation Modeling Partial Least Squares (SEM-PLS). The results showed that self-efficacy, creativity, and locus of control have a positive and significant effect on learning motivation. Learning motivation has been shown to partially mediate the effects of self-efficacy and creativity on learning performance. In addition, a conducive learning environment significantly strengthens the relationship between learning motivation and student learning performance. The conclusions of this study indicate that the interaction between individual psychological factors and a supportive learning environment determines student learning performance. The implications of this research underscore the importance of learning strategies that strengthen motivation and foster a conducive learning environment in higher education.]]>
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