UDC 37.012

Berman N.D.¹ (Khabarovsk, Russian Federation) – nina.berman@mail.ru

¹Pacific National University

human life. Artificial intelligence and automation are dramatically changing professional requirements, promoting the continuous acquisition of new skills from workers in order to remain relevant and competitive in their professional fields. Learning is becoming an integral part of human existence, a process that unfolds throughout life. The effectiveness of learning depends on a person’s ability to meaningfully engage in the learning process, an ability that is supported by self-regulated learning skills. The purpose of this study is to determine how self-efficacy and motivation affect students’ self-regulation, to consider the relationship between these concepts from the point of view of system analysis. Self-regulation is a person’s ability to consciously and purposefully manage their behavior, emotions, and cognitive processes to achieve their goals. Self-regulated learning involves active management of the learning process. Self-efficacy and motivation are key components of self-regulation. A systemic analysis of the interaction of the components of self-efficacy and motivation for self-regulation in learning allows for a deeper understanding of how these elements are interrelated and how they together enhance the educational process. The result of activity obtained on the basis of a combination of high self-efficacy and strong motivation creates a synergy effect, leads to strengthening of self-confidence and the desire to continue moving forward.

Keywords: self-efficacy, motivation, self-monitoring, self-assessment, self-regulation, self-regulated learning, social interactions, lifelong learning, goal achievement, professional success.

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For citation: Berman N.D. Self-efficiency and motivation in the structure of students’ self-regulation. CITISE, 2025, no. 2, pp. 326-336.