Social Support and Self Efficacy Islamic Students in Online Learning

Melisa Paulina


During the online learning period there are obstacles and obstacles faced by students, even so learning must still be carried out, so students are expected to be able to convince themselves to be able to achieve online learning goals. The purpose of this study was to determine the effect of social support on selfefficacy in Islamic students. This study used a quantitative approach with a sample of 410 students, with 124 male students and 286 female students. The general self-efficacy scale-12 (GSES-12) developed by Bosscher & Smit (1998) is used by researchers to measure self-efficacy, and the multidimensional scale of perceived social support (MSPSS) created by Zimet et al. (1988) researchers used to measure social support. Test the validity of the construct measurement on each variable was carried out after data collection and before data analysis. In testing the validity of measuring instruments, researchers used confirmatory factor analysis (CFA) (Muthen & Muthen, 2017). Hypothesis testing was carried out using the software SPSS Version 24. The results showed a significance value of .000 (p < .05) thus, there was a significant influence between social support on the self-efficacy of Islamic students in online learning. The results of the regression analysis test obtained an R Square of .152 or 15.2% on the effect of social support on self-efficacy in Islamic students in online learning.


online learning; social support; self efficacy


Annur, M. F. (2020). Analisis kesulitan mahasiswa pendidikan matematika. Jurnal Kajian, Penelitian dan Pengembangan Pendidikan, 11(2), 195–201.

Argaheni. (2020). Dampak perkuliahan daring saat pandemi covid-19 terhadap mahasiswa Indonesia. Placentum, 8(2).99-108.

Atac, L.O., Dirik, d., & T. (2018). Predicting career adaptability through self esteem and social support. International Journal for Education and Vocational Guidance. 18(1). DOI:10.1007/s10775-017-9346-1

Bandura. (1997). Editorial. American Journal of Health Promotion, 12(1), 8–10.

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 1175–1184.

Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1–40.

Bosscher, R. J., & Smit, J. H. (1998). Confirmatory factor analysis of the General Self-Efficacy Scale. Behaviour Research and Therapy, 36(3), 339–343.

Burns & Fletcher. (2013). Academic support services and career decision making self efficacy in students. Journal of The Career Development Quartely, 61(2), 161–168.

Cigdem, S., & Esra, B. (2019). Group efficacy as a moderator on the associations between perceived discrimination , acculturation orientations , and psychological well-being. Journal of Community

and Applied Social Psychology. 1–14.

Craddock E, Van Dellen MR, Novak SA, R. K. (2015). Influence in relationships: a meta-analysis on health-related social control. Basic Appl Soc Psychol, 37(2), 118–130.

Davies et al. (2002). Labor support: Nurses’ self-efficacy and views about factors influencing implementation. JOGNN, 31(1).

Fata, Z., Kramat, N., Dempet, K., & Demak, K. (2018). Pola pembelajaran guru pada masa pandemi corona ( covid-19 ) SD Negeri Kramat 3 kecamatan Dempet. Profetika. 109–118.

Gore. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal Of Career Assessment, 14(1), 92–115.

Hurlock. (1980). Psikologi perkembangan suati pendekatan sepanjang rentan kehidupan. Terjemahan. Erlangga.

Kristiyani. (2016). Self-Regulated Learning. Sanata Dharma University Press anggota APPTI (Asosiasi Penerbit Perguruan Tinggi Indonesia).

Kustyarini K. (2020). Self-efficacy and emotional quotient in mediating active learning effect on students’ learning outcome. International Journal of Instruction, 13(2), 663–676.

Ma, K., Chutiyami, M., Zhang, Y., & Nicoll, S. (2021). Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators. Education and Information Technologies, 26(6), 6675–6697.

Nauta & Khan. (2007). Identity status, consistency and differentiation of Interests, and career decision self-efficacy. Journal of Career Assessment, 15, 55–65.

Nursidiq. (2016). Hubungan regulasi diri dengan kecemasan menghadapi ujian skripsi pada mahasiswa Program Studi Pendidikan Ekonomi Universitas Muhammadiyah Purworejo Cahyana. Equilibrium. 4(2).

Owen & Froman. (1988). Development of a Colter Academic Self Efficacy Scale. ERIC.

Rorimpandey, W. H. F., & Midun, H. (2021). Effect of hybrid learning strategy and self-efficacy on learning outcomes. Journal of Hunan University Natural Sciences. 48(8). 181-189.

Sagone, E., Elvira, M., & Caroli, D. (2014). Locus of control and academic self-efficacy in university students : the effects of Self-concepts. Procedia - Social and Behavioral Sciences, 114, 222–228.

Sahu, P. (2020). Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 2019(4).

Santrock. (2007). Psikologi Kepribadian. Erlangga.

Sarason et al. (1982). Assessing Social Support: The Social Support Questionnaire. In Security Classification Of This Page (Ien Data Enewd) (Editon Of).

Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1–6.

Taylor, S. E. (2011). Social Support: A Review 4. 192–217.

Uchino, B. N. (2006). A review of physiological processes potentially underlying links to disease outcomes. Social Support and Health .29(4).

Zimet et al. (1988). The multidimensional scale of perceived social support. Journal of Personality, 82(1), 30–41

Full Text: PDF

DOI: 10.15408/tazkiya.v11i1.31582


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.