The Influence of Self-Efficacy, Emotional Intelligence, Learning Motivation, and Cognitive Style on Mathematics Learning Achievement of Students in Junior�High�School

This study aims to describe the effect of self-efficacy, emotional intelligence, learning motivation, and cognitive style on the mathematics learning achievement of grade VIII students at SMP Negeri 2 Parepare. This study used a quantitative approach with an ex post facto design. The population in the study amounted to 328 students in grade VIII at SMP Negeri 2 Parepare, with a sample of 172 students selected through a cluster random sampling technique, where five classes were randomly determined as population representation. The research instruments consisted of a math learning achievement test, the Group Embedded Figures Test (GEFT) to identify cognitive styles, and a questionnaire with a Likert scale to measure self-efficacy, emotional intelligence, and learning motivation. In addition, interviews were conducted with six students as complementary data to obtain more in-depth information. Data analysis was conducted using descriptive and inferential statistics through path analysis techniques. The results showed that self-efficacy, emotional intelligence, learning motivation, and cognitive style had a significant influence both directly and indirectly on mathematics learning achievement. Other findings show that the indirect effect of self-efficacy through cognitive style is greater than its direct effect on math learning achievement.