[1] Deci EL, Ryan RM. Self-Determination Theory. International Encyclopedia of the Social & Behavioral Sciences. 2015;21:486– https://doi.org/10.1016/B978-0-08- 097086-8.26036-4.

[2] King RB. Is a performance- avoidance achievement goal always maladaptive? Not necessarily for collectivists. Pers Individ Dif. 2016;99:190–5.

[3] Hidi S. An interest researcher’s perspective: The effects of extrinsic and intrinsic factors on motivation. In: Sansone C, Harackiewicz JM, editors. Intrinsic and Extrinsic motivation: The search for optimal motivation and performance. Academic Press; 2000. pp. 309–39.

[4] Yu S, Zhang F, Nunes LD, Levesque-bristol C. Self-determined motivation to choose college majors, its antecedents, and outcomes : A cross-cultural investigation. J Vocat Behav. 2018;108:132–50.

[5] Vandewalle D, Nerstad CG, Dysvik A. Goal orientation: A review of the miles traveled and the miles to go. Annu Rev Organ Psychol Organ Behav. 2019;6(1):115–44.

[6] Katz S, Stupel M. Enhancing elementary-school mathematics teachers’ efficacy beliefs: a qualitative action research. Int J Math Educ Sci Technol. 2016;47(3):421–39.

[7] Hidajat HG, Hanurawan F, Chusniyah T, Rahmawati H. Why I’m Bored in Learning? Exploration of Students’ Academic Motivation. Int J Instr. 2020;13(3):119–36.

[8] Yan L, Gan Y, Ding X, Wu J, Duan H. The relationship between perceived stress and emotional distress during the COVID-19 outbreak: effects of boredom proneness and coping style. J Anxiety Disord. 2021 Jan;77:102328.

[9] Cheon SH, Reeve J. A classroom-based intervention to help teachers decrease students’ amotivation. Contemp Educ Psychol. 2015;40:99–111.

[10] Leroy N, Bressoux P. Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. Contemp Educ Psychol. 2016;44–45:41–53.

[11] Cannard C, Lannegrand-Willems L, Safont-Mottay C, Zimmermann G. Brief report: academic amotivation in light of the dark side of identity formation. J Adolesc. 2016 Feb;47(1):179–84.

[12] Boonk LM, Gijselaers HJ, Ritzen H, Brand-Gruwel S. Student-perceived parental involvement as a predictor for academic motivation in vocational education and training (VET). J Vocat Educ Train. 2020;74(2):1–23.

[13] Chen WW. The relations between perceived parenting styles and academic achievement in Hong Kong: the mediating role of students’ goal orientations. Learn Individ Differ. 2015;37:48–54.

[14] Jiang H, Zhou HL, Zhang B, Liang HY, Lian JJ, Zhang YY. Cumulative risk and school bullying experiences: effects of moral disengagement and gender. J Psychol Afr. 2021;31(6):609–14.

[15] Guo L, Tian L, Scott Huebner E. Family dysfunction and anxiety in adolescents: A moderated mediation model of self-esteem and perceived school stress. J Sch Psychol. 2018 Aug;69:16–27.

[16] Tang SY, Wong AK, Cheng MM. Configuring the three-way relationship among student teachers’competence to work in schools, professional learning and teaching motivation in initial teacher education. Teach Teach Educ. 2016;60:344–54.

[17] Roness D. Still motivated? The motivation for teaching during the second year in the profession. Teach Teach Educ. 2011;27(3):628–38.

[18] Alsarawi A, Sukonthaman R. Preservice teachers’ attitudes, knowledge, and self- Efficacy of inclusive teaching practices. Int J Disabil Dev Educ. 2023;70(5):1–17.

[19] Woodcock S, Jones G. Examining the interrelationship between teachers’ selfefficacy and their beliefs towards inclusive education for all. Teach Dev. 2020;24(4):583–602.

[20] Nagase K, Tsunoda K, Fujita K. Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan. Cogent Education. 2021;8(1):1–14.

[21] Tezci E, Sezer F, Gurgan U, Aktan S. A study on social support and motivation. Anthropologist. 2015;22(2):284–92.

[22] Egan H, O’Hara M, Cook A, Mantzios M. Mindfulness, self-compassion, resiliency and wellbeing in higher education: a recipe to increase academic performance. J Furth High Educ. 2021;46(3):301–11.

[23] Guay F, Denault A, Renauld S. School attachment and relatedness with parents, friends and teachers as predictors of students’intrinsic and identified regulation. Contemp Educ Psychol. 2017;51:416–28.

[24] Hidajat HG. Efikasi diri guru sekolah dasar inklusi. Jurnal PGSD Musi. 2022;5(2):1–21.

[25] Gonzalez-DeHass AR, Furner JM, Vasquez-Colina MD, Morris JD. Pre-service elementary teachers’ achievement goals and their relationship to math anxiety. Learn Individ Differ. 2017;60:40–5.

[26] Kolovelonis A, Goudas M. The relation of physical self-perceptions of competence, goal orientation, and optimism with students’ performance calibration in physical education. Learn Individ Differ. 2018;61:77–86.

[27] Ma X, Liu J, Liang J, Fan C. An empirical study on the effect of group awareness in CSCL environments. Interact Learn Environ. 2023;31(1):1–17.

[28] Komarraju M, Nadler D. Self-efficacy and academic achievement : why do implicit beliefs, goals, and effort regulation matter? Learn Individ Differ. 2013;25:67–72.

[29] D’Lima GM, Winsler A, Kitsantas A. Ethnic and gender differences in first-year college students’ goal orientation, self-efficacy, and extrinsic and intrinsic motivation. J Educ Res. 2014;107(5):341–56.

[30] Mintzes JJ, Marcum B, Messerschmidt-Yates C, Mark A. Enhancing self-efficacy in elementary science teaching with professional learning communities. J Sci Teach Educ. 2013;24(7):1201–18.

[31] Bandura A. Guide for constructing self-efficacy scales. In: Pajares F, Urdan T, editors. Self-Efficacy Beliefs of Adolescents. Information Age Publishing; 2006. pp. 307–37.

[32] Bandura A. Self-Efficacy Determinants of Anticipated Fears and Calamities. J Pers Soc Psychol. 1983;45(2):464–9.

[33] Bandura A. Self-Efficacy: The Exercise of Control. W.H. Freeman and Company; 1997.

[34] Bandura A. Social Learning Theory. Prentice-Hall, Inc.; 1977.

[35] Bandura A. Social cognitive theory. Annals of Child Development. Six Theories of Child Development. 1989;6:1–60.

[36] Ormrod JE. Educational Psychology. Pearson; 2006.

[37] Slavin R. Educational Psychology: Theory and Practice. Boston: Pearson Education; 2006.

[38] Schunk DH. Self-Efficacy and Academic Motivation. Educ Psychol. 1991;26(3–4):207– 31.

[39] Mcgeown SP, Putwain D, Simpson EG, Boffey E, Markham J, Vince A. Predictors of adolescents’ academic motivation: Personality, self-efficacy and adolescents’ characteristics. Learn Individ Differ. 2014;32:278–86.

[40] Bartimote-aufflick K, Bridgeman A, Walker R, Sharma M, Smith L. The study, evaluation, and improvement of university student self-efficacy. Stud High Educ. 2016;41(11):1918–42.

[41] Wentzel KR, Muenks K, Mcneish D, Russell S. Peer and teacher supports in relation to motivation and effort: A multi-level study. Contemp Educ Psychol. 2017;49:32–45.

[42] Erb S, Drysdale MT. Learning attributes, academic self-efficacy and sense of belonging amongst mature students at a Canadian university. Stud Educ Adults. 2017;49(1):62–74.

[43] Drysdale MT, Mcbeath M. Eploring hope, self-efficacy, procrastination, and study skills between cooperative and non-cooperative education students. Asia-Pac J Coop Educ. 2014;15(1):69–79.

[44] Ucar FM, Sungur S. The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement. Res Sci Technol Educ. 2017;35(2):149– 68.

[45] Komarraju M, Dial C. Academic identity, self-efficacy, and self esteem predict selfdetermined motivation and goals. Learn Individ Differ. 2014;32:1–8.

[46] Zhao S, Yin P, Xiao LD, Wu S, Li M, Yang X, et al. Nursing home staff perceptions of challenges and coping strategies during COVID-19 pandemic in China. Geriatr Nurs. 2021;42(4):887–93.

[47] Abbas ZA, North JS. Good-vs. poor-trial feedback in motor learning : the role of self- efficacy and intrinsic motivation across levels of task difficulty. Learn Instr. 2018;55:105–12.

[48] Talsma K, Schuz B, Norris K. Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ self-fulfilling prophecy. Learn Individ Differ. 2019;69:182–95.

[49] Umboh ER, Kepel BJ, Hamel RS. Hubungan antara motivasi belajar dengan prestasi akademik pada mahasiswa program studi ilmu keperawatan fakultas kedokteran Universitas Sam Ratulangi Manado. E-Journal Keperawatan. 2017;5(1):1–6.

[50] Yu J, McLellan R. Same mindset, different goals and motivational frameworks: profiles of mindset-based meaning systems. Contemp Educ Psychol. 2020;62:1–13.

[51] Lavasani MG, Weisani M, Shariati F. The role of achievement goals, academic motivation in statistics anxiety: testing a causal model. Procedia Soc Behav Sci. 2014;114:933–8.

[52] Jansen M, Scherer R, Schroeders U. Students’ self-concept and self-efficacy in the sciences : differential relations to antecedents and educational outcomes. Contemp Educ Psychol. 2015;41:13–24.

[53] Vallerand RJ, Pelletier L, Blais MR, Briere NM, Senecal C, Vallieres E. On the assessment of intrinsic, extrinsic, and amotivation in education: evidence on the concurrent and construct validity of the academik motivation scale. Educ Psychol Meas. 1993;53(1):159–72.

[54] Vallerand RJ, Pelletier LG, Blais MR, Briere NM, Senecal C, Vallieres EF. The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educ Psychol Meas. 1992;52(4):1003–17.

[55] Cavusoglu C, Karatas H. Academic procrastination of undergraduates: selfdetermination theory and academic motivation. The Anthropologist. 2015;20(3):735– 43.

[56] Mohammadyari G. Comparative study of relationship between general perceived self-efficacy and test anxiety with academic achievement of male and female students. Procedia Soc Behav Sci. 2012;69:2119–23.

[57] Zimmerman B, Kitsantas A. Reliability and validity of self-efficacy for learning form (SELF) scores of college students. Z Psychol Z Angew Psychol. 2007;215(3):157–63.

[58] Zimmerman BJ, Kitsantas A. Homework practices and academic achievement: the mediating role of self-eficacy and perceived responsibility beliefs. Contemp Educ Psychol. 2005;30(4):397–417.

[59] Dietrich J, Shulman S, Nurmi J. Goal pursuit in young adulthood: the role of personality and motivation in goal appraisal trajectories across 6 years. J Res Pers. 2013;47(6):728–37.

[60] Akanni AA, Oduaran CA. Perceived social support and life satisfaction among freshmen: mediating roles of academic self-efficacy and academic adjustment. J Psychol Afr. 2018;28(2):89–93.

[61] Zhu Y, Au W, Yates G. University students’ self-control and self-regulated learning in a blended course. Internet High Educ. 2016;30:54–62.

[62] Tseng H, Yi X, Yeh H. Learning-related soft skills among online business students in higher education: grade level and managerial role di fferences in self-regulation, motivation, and social skill. Comput Human Behav. 2019;95:179–86.

[63] Savolainen H, Malinen O, Schwab S. Teacher efficacy predicts teachers’ attitudes towards inclusion–a longitudinal cross-lagged analysis. Int J Incl Educ. 2022;26(9):958–72.

[64] Hair JF Jr, Black WC, Babin BJ, Anderson RE. Multivariate Data Analysis. 7th ed. Pearson Education Limited; 2014.

[65] Munoz LR. Graduate student self-efficacy: implications of a concept analysis. J Prof Nurs. 2021;37(1):112–21.