Abstract:
Identify influence of time management, motivation and self-efficacy on learning
achievement of nursing students at USU. Method: Quantitative, analytical descriptive method,
from January-August 2020 at Faculty of Nursing. Population 179 with total sampling, used google
form contain time management, motivation, self-efficacy and learning achievement questionnaire.
Validity 0.79, reability 0.87. Analyzed with chi-square statistic α=0.05. Approval from USU
Nursing Health Research Ethics Commission and informed consent from each respondent. Result:
Good time management 107 (59.5%), bad time management 72 (40.5%). High intrinsic
motivation 177 (99.05%), medium 2 (0.95%). High extrinsic 148 (82.86%), medium 31 (17.14%).
High self-efficacy 32 (18%), medium 147 (82%), no low self-efficacy. Good time management
was 107 (59.5%). High intrinsic motivation was 177 (99.05%). High extrinsic motivation was 148
(82.86%). High self-efficacy was 32 (18%), medium 147 (82%). Achievement: very satisfied was
60 (33.3%), satisfied was 102 (57.1%), less was 17 (9.6%). Achievement: very satisfied 60
(33.3%), satisfied 102 (57.1%), less 17 (9.6%). Correlation between management, self-efficacy
on learning achievement (p=0.0001) and correlation between intrinsic, extrinsic motivation on
learning achievement (p=0.466), (p=0.085). Conclusion: Time management and self-efficacy had
influence learning achievement, while motivation had no effect learning achievement
