The Relationship between Self-Efficacy, School Climate, and Student Engagement in Elementary Education
Article Sidebar
Page Numbers:
2094-2111
Digital Object Identifier:
10.58578/mikailalsys.v4i2.10586
Viewed: 0 times
Downloaded: 0 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Muhammad Noor1*, Pranciska Gamilina2 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
Although self-efficacy, school climate, and student engagement are widely recognized as important determinants of academic participation, empirical understanding of their interrelated dynamics in elementary education remains limited. This study aims to examine the individual and collective relationships among self-efficacy, school climate, and student engagement among upper-grade elementary students. A quantitative correlational approach was employed, involving 43 students selected through total sampling. Data were collected using Likert-scale instruments and analyzed using Pearson correlation, multiple regression, and first-order partial correlation with IBM SPSS Statistics 25. The findings reveal that self-efficacy has a statistically significant positive relationship with student engagement (r = 0.606, p < .05), as does school climate (r = 0.570, p < .05). Together, self-efficacy and school climate explain 43.8% of the variance in student engagement (R² = 0.438, p < .05). Partial correlation analysis further confirms that self-efficacy (r = 0.409, p < .05) and school climate (r = 0.332, p < .05) each remain significantly associated with student engagement after mutual statistical control. These findings indicate that student engagement in elementary education is shaped by both intrapersonal factors and contextual learning environments. This study contributes to educational psychology and elementary education literature by integrating personal and environmental perspectives on student engagement. Practically, the findings imply that schools should strengthen students’ self-belief while fostering supportive, inclusive, and motivating school climates to enhance learning engagement.
Keywords: Self-Efficacy; School Climate; Student Engagement; Elementary Education; Learning Environment
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Abdullah, K., Jannah, M., Aiman, U., Hasda, S., Zahara, F., Taqwin, Masita, Ardiawan, K. N., & Sari, M. E. (2022). Metodologi Penelitian Kuantitatif. Yayasan Penerbit Muhammad Zaini.
Ahmed, I., Bernhardt, G. V., & Shivappa, P. (2023). Prevalence of academic procrastination and its negative impact on students. Biomedical and Biotechnology Research Journal, 7(3), 363–370. https://doi.org/10.4103/bbrj.bbrj_64_23
Ansyar, A., Siswanti, D. N., & Akmal, N. (2023). Hubungan antara Self-Efficacy dengan Student Engagement pada Siswa MAN Pinrang. PESHUM: Jurnal Pendidikan, Sosial dan Humaniora, 2(5), 835–845. https://doi.org/10.56799/peshum.v2i5.2202
Ávalos Latorre, M. L., Ramírez-Cruz, J. C., & Ortiz Tena, R. (2024). Propiedades psicométricas de la Utrecht Work Engagement Scale Student (UWES-S-17) en estudiantes mexicanos. Horizontes Revista de Investigación en Ciencias de la Educación, 8(33), 880–892. https://doi.org/10.33996/revistahorizontes.v8i33.770
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE.
Fan, W., & Williams, C. M. (2018). The mediating role of student motivation in the linking of perceived school climate and achievement in reading and mathematics. Frontiers in Education, 3, Article 50. https://doi.org/10.3389/feduc.2018.00050
Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics. SAGE Publications.
Gebauer, M. M., McElvany, N., Schöber, C., & Köller, O. (2021). Cross-cultural differences in academic self-efficacy and its sources across socialization contexts. Social Psychology of Education, 24(6), 1407–1432. https://doi.org/10.1007/s11218-021-09658-3
Grazia, V. (2022). A longitudinal study of school climate: Reciprocal effects with student engagement and burnout. Psychology in the Schools, 59(8), 1521–1537. https://doi.org/10.1002/pits.22691
Gutiérrez-Crespo, H., Matzumura-Kasano, J., Ruiz-Arias, R., & Gutiérrez-Gutiérrez, J. (2024). Engagement y rendimiento académico en estudiantes universitarios: Experiencia en una asignatura de gestión en salud. Revista Internacional de Salud Materno Fetal, 9(1), o1–o8. https://doi.org/10.47784/rismf.2024.9.1.325
Harbatkin, E., Burns, J., & Cullum, S. (2024). The role of school climate in school turnaround. Teachers College Record, 126(11–12), 126–170. https://doi.org/10.1177/01614681251318876
Ismail, S., Ismail, I. A., Omar, Z., Alias, S. N., & Rami, A. A. M. (2021). School climate and its influence on organizational citizenship behavior: A theoretical framework. International Journal of Academic Research in Business and Social Sciences, 11(6). https://doi.org/10.6007/ijarbss/v11-i6/9926
Jiang, S., Guo, L., & Tomek, S. (2024). Profiles of teacher-student relationships and classroom management practices: How they relate to self-efficacy, work stress, and classroom climate. International Journal of Educational Methodology, 10(2), 241–259. https://doi.org/10.12973/ijem.10.1.1041
Lailiyah, L. M., Burhani, M. I., & Mahanani, P. A. R. (2017). Hubungan antara Iklim Sekolah dengan Keterlibatan Siswa dalam Belajar. Happiness: Journal of Psychology and Islamic Science, 1(1), 31–38. https://doi.org/10.30762/happiness.v1i1.326
Mardiah, A. (2023). Meningkatkan Kepercayaan Diri Siswa Korban Bullying melalui Konseling Individual Rational Emotif Behaviour Therapy Teknik Home Work Assigment pada Siswa Kelas VII A SMP Negeri 1 Amuntai Selatan Semester Ganjil Tahun Pelajaran 2022/2023. SENTRI: Jurnal Riset Ilmiah, 2(1), 184–204. https://doi.org/10.55681/sentri.v2i1.448
Matsumura, S. (2022). Self-efficacy beliefs among non-specialist teachers in primary English education. Language Teaching for Young Learners, 4(1), 118–142. https://doi.org/10.1075/ltyl.21010.mat
Muhibbin, M., Hati, R., & Yusri, J. (2025). Pengaruh Dukungan Keluarga dan Iklim Sekolah terhadap Student Engagement Siswa Sekolah Menengah. Jurnal Pendidikan Indonesia: Teori, Penelitian dan Inovasi, 5(3), 27–34. https://jurnal.penerbitwidina.com/index.php/JPI/article/view/1632
Nurgiyantoro, B., Gunawan, & Marzuki. (2019). Statistik Terapan untuk Penelitian Ilmu Sosial: Teori & Praktik dengan IBM SPSS Statistic 21. Gadjah Mada University Press.
Pazmiño Constante, P. G., Romero Pacheco, D. E., Roldán Saltos, Y. del R., Ceballos Torres, C. C., & Alcívar Cedeño, R. A. (2024). Impacto del uso de tecnologías educativas en la motivación y el compromiso estudiantil durante el proceso de aprendizaje. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 5(4), 199–211. https://doi.org/10.56712/latam.v5i4.2240
Quintana Suárez, B., & Carmenate Fuentes, L. P. (2023). La organización escolar en la fatiga de los estudiantes. Editorial CEO. https://doi.org/10.59764/ceo.50
Schunk, D. H., & DiBenedetto, M. K. (2022). Academic self-efficacy. In K.-A. Allen, M. J. Furlong, D. Vella-Brodrick, & S. M. Suldo (Eds.), Handbook of Positive Psychology in Schools: Supporting Process and Practice (3rd ed., pp. 268–282). Routledge. https://doi.org/10.4324/9781003013778-21
Sugiyono. (2021). Statistika untuk Penelitian (31st ed.). Alfabeta.
Yang, D., Cai, Z., Wang, C., Zhang, C., Chen, P., & Huang, R. (2023). Not all engaged students are alike: Patterns of engagement and burnout among elementary students using a person-centered approach. BMC Psychology, 11, Article 38. https://doi.org/10.1186/s40359-023-01071-z
Yang, Y., Li, G., Su, Z., & Yuan, Y. (2021). Teacher’s emotional support and math performance: The chain mediating effect of academic self-efficacy and math behavioral engagement. Frontiers in Psychology, 12, Article 651608. https://doi.org/10.3389/fpsyg.2021.651608
Zhou, M., Liu, X., & Guo, J. (2025). The mediating effect of self-efficacy between teacher emotional support and interaction engagement in EFL learning. Journal of Multilingual and Multicultural Development, 46(7), 1988–2002. https://doi.org/10.1080/01434632.2023.2267033