The Role of Motivation, Academic Stress, and Self-Efficacy, in Promoting Students' Self-Directed Online Learning Readiness in Online Learning During Covid-19 Pandemic

hamzah puadi ilyas, ph.d.; dr. syaadiah arifin, m.pd.;

This research aims to determine the variables influencing of Indonesian University students self-directed learning readiness in online learning during COVID-19 Pandemic. This research analyzed the data through multiple regression analyisis in order to complete the purpose of this research. Online university students from Universitas Muhammadiyah Sorong, West Papua selected in this research because they were the first time to experience language learning through online after previously using face-to-face learning methods in class all the time so the students implement self-directed learning which is influenced by several factors such as motivation, academic stress, and self-efficacy. Findings of this research shows that self-directed online learning is influenced by motivation, academic stress, and self-efficacy which is not only influenced by the combination of these variables but also influenced by each variable. This can be seen by the findings of multiple regression analysis test that conducted by the writer as well as a series of other tests that receive a significant (Sig.) score of 0.000 < 0.05 which indicates that there is any significant relationship between motivation, academic stress, self-efficacy, and self-directed online learning readiness (SDOLR) among online university students.