The Effects of Self-Confidence and Learning Commitment on Learning Independence: The Mediating Role of Intrinsic Motivation

Confidence, motivation, and learning independence are key psychological factors in elementary students' academic success. However, limited research has examined these constructs simultaneously within a comprehensive structural model, particularly in the Indonesian elementary education context. This study examines the effects of self-confidence and learning commitment on learning independence, with intrinsic motivation as a mediating variable among elementary school students in Cirebon, Indonesia. This study analyzes the relationship between self-confidence, learning commitment, intrinsic motivation, and learning independence among elementary school students. The study uses a quantitative approach with an explanatory survey design. The research sample consisted of 360 elementary school students who were selected using probability sampling techniques. Data were collected through a Likert scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling. Learning commitment positively and significantly affected intrinsic motivation and learning independence. Self-confidence also positively affected intrinsic motivation and learning independence, though with a smaller influence. Intrinsic motivation did not significantly affect learning independence. The mediation analysis showed that intrinsic motivation did not significantly mediate the relationship between the independent and dependent variables. PLS-predict results show that the model has strong predictive relevance. These results imply that classroom strategies aimed at enhancing students' intrinsic motivation and independent learning behavior should prioritize strengthening learning commitment, and that interventions relying solely on motivational messaging may be insufficient without concurrent efforts to build sustained learning commitment.