International Journal of
Information and Education Technology

Abstract

This study aimed to develop and test a conceptual model that describes the direct and indirect relationships among self-efficacy, motivation, self-regulated learning, and critical thinking skills, as well as their effects on students’ physics learning achievement. The research employed a quantitative survey approach with 319 upper secondary students. Data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine causal relationships among variables, measure the validity and reliability of the instruments, and assess the strength and significance of the paths in the conceptual model. The findings indicated that the instruments used were valid and reliable. The developed conceptual model successfully explained significant relationships between self-efficacy, motivation, self-regulated learning, and critical thinking skills and their impacts on students’ physics learning achievement. The research revealed that self-efficacy, self-regulated learning, motivation, and critical thinking skills significantly affected students’ physics learning achievement. Other findings indicated a relationship among the various factors. Self-efficacy and motivation affect critical thinking skills, while motivation positively affects self-regulated learning. In general, these findings have important implications for educators and policymakers to consider the internal factors of students when designing more effective learning strategies to support the improvement of learning achievement.