Siregar, Cholina TrisaNasution, SitiZaharaSiregar, Cholina TrisaLufthiani, LufthianiAriga, Fajar Amanah2021-11-092021-11-092020-10-04978-6025-309922wahyu sari yenihttps://repository.unri.ac.id/handle/123456789/10335Identify 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 achievementenLearning AchievementMotivationSelf-EfficacyStudentsTime ManagementArticle