Alam, M. M., Billah, M. A., & Alam, M. S. (2014). Factors affecting academic performance of undergraduate students At Uganda University. Journal of Education and Practice, 5(39), 143–155. https://l24.im/P8Y

Alegre, A. A. (2014). Autoeficacia académica, autorregulación del aprendizaje y rendimiento académico en estudiantes universitarios iniciales [Academic self-efficacy, self-regulated learning and academic performance in first-year university students]. Propósitos y Representaciones, 2(1), 101–120. https://doi.org/10.20511/pyr2014.v2n1.54

Artino, A. R. (2012). Academic self-efficacy: From educational theory to instructional practice. Perspectives on Medical Education, 1(2), 76–85. https://doi.org/10.1007/s40037-012-0012-5

Bandura, A. (1977). Self-efficacy: The exercise of control. Freeman.

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (pp. 71–81). Academic Press.

Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44. https://doi.org/10.1177/0149206311410606

Barton, B. A., Adams, K. S., Browne, B. L., & Arrastia-Chisholm, M. C. (2021). The effects of social media usage on attention, motivation, and academic performance. Active Learning in Higher Education, 22(1), 11–22. https://doi.org/10.1177/1469787418782817

Baumeister, R. F. (2016). Limited resources for self-regulation: A current overview of the strength model. In E. R. Hirt, J. J. Clarkson, & L. Jia (Eds.), Self-regulation and ego control (pp. 1–17). Elsevier Academic Press. https://doi.org/gk6c5x

Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current Directions in Psychological Science, 16(6), 351–355. https://doi.org/10.1111/j.1467-8721.2007.00534.x

Beatty, A. S., Walmsley, P. T., Sackett, P. R., Kuncel, N. R., & Koch, A. J. (2015). The reliability of college grades. Educational Measurement: Issues and Practice, 34(4), 31–40. https://doi.org/10.1111/emip.12096

Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2020). Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities. Australasian Journal of Educational Technology, 36(4), 126–150. https://doi.org/10.14742/AJET.5477

Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, 2019(1). https://doi.org/10.5334/jime.528

Bowman, N. A., Miller, A., Woosley, S., Maxwell, N. P., & Kolze, M. J. (2019). Understanding the link between noncognitive attributes and college retention. Research in Higher Education, 60(2), 135–152. https://doi.org/gfs3qv

Brewer, S. A., & Yucedag-Ozcan, A. (2013). Educational persistence: Self-efficacy and topics in a college orientation course. Journal of College Student Retention: Research, Theory & Practice, 14(4), 451–465. https://doi.org/10.2190/CS.14.4.b

Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230–258. https://doi.org/10.1177/0049124192021002005

Bui, H. T., So, K. K. F., Kwek, A., & Rynne, J. (2017). The impacts of self-efficacy on academic performance: An investigation of domestic and international undergraduate students in hospitality and tourism. Journal of Hospitality, Leisure, Sport & Tourism Education, 20, 47–54. https://doi.org/10.1016/j.jhlste.2017.02.002

Byrne, B. M. (1998). Structural equation modeling with lisrel, prelis, and simplis: Basic concepts, applications, and programming (1st ed.). Psychology Press. https://doi.org/10.4324/9780203774762

Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78–96. https://doi.org/10.1348/2044-8279.002004

Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Self-controlled learning: The importance of protecting perceptions of competence. Frontiers in Psychology, 3, Article 458. https://doi.org/10.3389/fpsyg.2012.00458

Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425–453. https://doi.org/fxc2mh

Credé, M., & Niehorster, S. (2009). Individual difference influences on self-focused and other-focused counterproductive student behaviors. Personality and Individual Differences, 47(7), 769–776. https://doi.org/bkv3kq

D’Errico, F., Paciello, M., & Cerniglia, L. (2016). When emotions enhance students’ engagement in e-learning processes. Journal of E-Learning and Knowledge Society, 12(4), 9–23. https://doi.org/10.20368/1971-8829/1144

de Ridder, D. T. D., Lensvelt-Mulders, G., Finkenauer, C., Stok, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16(1), 76–99. https://doi.org/10.1177/1088868311418749

Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/ Psychologie canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801

Diamantopoulos, A., & Siguaw, J. A. (2000). Introducing LISREL: A guide for the uninitiated. Sage. https://doi.org/d6mgsn

Duckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70, 373–399. https://doi.org/gfvwb8

Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251. https://doi.org/gfvwb8

Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary school level. Journal of Quality and Technology Management, VII(II), 1–14.

Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. University of Chicago Consortium on Chicago School Research.

Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97–131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Gailliot, M. T., Zell, A., & Baumeister, R. F. (2014). Having used self-control reduces emotion regulation: Emotion regulation as relying on interchangeably used “self-control energy”. Open Access Library Journal, 1, Article e1017. https://doi.org/10.4236/oalib.1101017

Ge, X. (2021). Emotion matters for academic success: Implications of the Article by Jarrell, Harley, Lajoie, and Naismith (2017) for creating nurturing and supportive learning environments to help students manage their emotions. Educational Technology Research and Development, 69, 67–70. https://doi.org/10.1007/s11423-020-09925-8

Goetz, T., Zirngibl, A., Pekrun, R., & Hall, N. (2003). Emotions, learning and achievement from an educational-psychological perspective. In P. Mayring & C. von Rhoeneck (Eds.), Learning emotions: The influence of affective factors on classroom learning (pp. 9–28). Peter Lang. https://l24.im/eCN

Gordeeva, T. O., Osin, E. N., Suchkov, D. D., Ivanova, T. Y., Sychev, O. A., & Bobrov, V. V. (2017). Self-control as a personal resource: Determining its relationships to success, perseverance, and well-being. Russian Education and Society, 59(5–6), 231–255. https://doi.org/10.1080/10609393.2017.1408367

Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14(1), 92–115. https://doi.org/10.1177/1069072705281367

Grund, A., & Carstens, C. A. (2019). Self-control motivationally reconsidered: “Acting” self-controlled is different to “being good” at self-control. Motivation and Emotion, 43(1), 63–81. https://doi.org/10.1007/s11031-018-9721-3

Haertel, G. D., Walberg, H. J., & Weinstein, T. (1983). Psychological models of educational performance: A theoretical synthesis of constructs. Review of Educational Research, 53(1), 75–91. https://doi.org/10.3102/00346543053001075

Hakyemez, T. C., & Mardikyan, S. (2021). The interplay between institutional integration and self-efficacy in the academic performance of first-year university students: A multigroup approach. The International Journal of Management Education, 19(1), Article 100430. https://doi.org/10.1016/j.ijme.2020.100430

Harper, D., Bowles, A. R., Amer, L., Pandža, N. B., & Linck, J. A. (2021). Improving outcomes for english learners through technology: A randomized controlled trial. AERA Open, 7(1), 1–20. https://doi.org/10.1177/23328584211025528

Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Medical Education, 20, Article 76. https://doi.org/10.1186/s12909-020-01995-9

Higher Education Database. (2018). Statistik pendidikan tinggi tahun 2018 [Higher educational statistical year book 2018]. Ministry of Education and Culture of Indonesia. https://l24.im/fMak1

Higher Education Database. (2020). Statistik pendidikan tinggi 2020 [Higher education statistics 2020]. Ministry of Education and Culture of Indonesia. https://l24.im/jyr

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002

Inzlicht, M., Bartholow, B. D., & Hirsh, J. B. (2015). Emotional foundations of cognitive control. Trends in Cognitive Sciences, 19(3), 126–132. https://doi.org/10.1016/j.tics.2015.01.004

Inzlicht, M., & Schmeichel, B. J. (2012). What is ego depletion? toward a mechanistic revision of the resource model of self-control. Perspectives on Psychological Science, 7(5), 450–463. https://doi.org/10.1177/1745691612454134

Inzlicht, M., Schmeichel, B. J., & Macrae, C. N. (2014). Why self-control seems (but may not be) limited. Trends in Cognitive Sciences, 18(3), 127–133. https://doi.org/10.1016/j.tics.2013.12.009

Jarrell, A., Harley, J. M., Lajoie, S., & Naismith, L. (2017). Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning. Educational Technology Research and Development, 65(5), 1263–1284. https://doi.org/10.1007/s11423-017-9521-6

Jayani, D. H. (2021, March 25). 59% mahasiswa putus kuliah di pulau Jawa [59% of students drop out of college in Java]. Katadata Media Network.  https://l24.im/7FVP0YN

Job, V., & Walton, G. M. (2017). Lay theories of self-control. In C. M. Zedelius et al (Ed.), The science of lay theories: How beliefs shape our cognition, behavior, and health (pp. 47–69). https://doi.org/10.1007/978-3-319-57306-9_3

Kader, A. A. (2022). Locus of control, self-efficacy, and student performance in an introductory economics course. International Review of Economics Education, 39, Article 100234. https://doi.org/10.1016/j.iree.2022.100234

Kibona, L., & Mgaya, G. (2015). Smartphones’ effects on academic performance of higher learning students. Journal of Multidisciplinary Engineering Science and Technology, 2(4), 777–784. https://l24.im/Fz6H

King, R. B., & Gaerlan, M. J. M. (2014). High self-control predicts more positive emotions, better engagement, and higher achievement in school. European Journal of Psychology of Education, 29, 81–100. https://doi.org/gf9d3s

Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality, 46(3), 517–528. https://doi.org/10.2224/sbp.7054

Lin, S. H., Lu, W. C., Chen, M. Y., & Chen, L. H. (2014). Association between proactive personality and academic self–efficacy. Current Psychology, 33(4), 600–609. https://doi.org/10.1007/s12144-014-9231-8

Lindner, C., Nagy, G., & Retelsdorf, J. (2015). The dimensionality of the Brief Self-Control Scale—An evaluation of unidimensional and multidimensional applications. Personality and Individual Differences, 86, 465–473. https://doi.org/10.1016/j.paid.2015.07.006

Maddux, J. (2012). Self-efficacy: The power of believing you can. In S. J. Lopez & C. R. Snyder (Eds.), The handbook of positive psychology (2 ed., pp. 227–287). Oxford University Press. https://doi.org/dhv6

Maksum, A., & Khory, F. D. (2020). Effect of learning climate, thinking pattern, and curiosity on academic performance in higher education. Problems of Education in the 21st Century, 78(1), 102–113. https://doi.org/10.33225/pec/20.78.102

Martela, F., DeHaan, C. R., & Ryan, R. M. (2016). On enhancing and diminishing energy through psychological means: research on vitality and depletion from self-determination theory. In E. R. Hirt, J. J. Clarkson, & L. Jia (Eds.), Self-regulation and ego control (pp. 67–85). Academic Press. https://doi.org/10.1016/B978-0-12-801850-7.00004-4

McAbee, S. T., Oswald, F. L., & Connelly, B. S. (2014). Bifactor models of personality and college student performance: A broad versus narrow view. European Journal of Personality, 28(6), 604–619. https://doi.org/10.1002/per.1975

Mears, D. P., Cochran, J. C., & Beaver, K. M. (2013). Self-control theory and nonlinear effects on offending. Journal of Quantitative Criminology, 29(3), 447–476. https://doi.org/10.1007/s10940-012-9187-5

Moesarofah. (2018). Pengalaman mahasiswa tahun pertama terhadap kinerja akademik di pendidikan tinggi [First-year student experience of academic performance in higher education]. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(1), 34–41. http://bit.ly/3w8mDaQ

Muallifah, Pali, M., Hitipeuw, I., & Sudjiono. (2018). The influence of academic motivation and parental involvement on student engagement. International Journal of Humanities and Applied Social Science, 3(11), 48–59. https://l24.im/lgTr2dB

Nayak, J. k. (2018). Relationship among smartphone usage, addiction, academic performance and the moderating role of gender: A study of higher education students in India. Computers & Education, 123, 164–173. https://doi.org/10.1016/j.compedu.2018.05.007

Neroni, J., Meij, C., Gijselaers, H. J. M., Kirschner, P. A., & de Groot, R. H. M. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences, 73, 1–7. https://doi.org/10.1016/j.lindif.2019.04.007

Nitsch, J. R., & Hackfort, D. (2016). Theoretical framework of performance psychology: An action theory perspective. In M. Raab, B. Lobinger, S. Hoffmann, A. Pizzera, & S. Laborde (Eds.), Performance psychology: Perception, action, cognition, and emotion (pp. 11–29). Academic Press. https://doi.org/10.1016/B978-0-12-803377-7.00002-8

Nwagu, E. N., Enebechi, J. C., & Odo, A. N. (2018). Self-control in learning for healthy living among students in a nigerian college of education. SAGE Open, 8(3), 1–9. https://doi.org/10.1177/2158244018793679

Organisation for Economic Cooperation and Development. (2014). PISA 2012 results: What students know and can do – student performance in mathematics, reading and science (Revised ed., Vol. 1). OECD Publishing. https://bit.ly/pisa-2012-oecd

Organisation for Economic Cooperation and Development. (2019). Education at a glance 2019: OECD indicators. OECD Publishing. https://doi.org/10.1787/f8d7880d-en

Oswald, F. L., Schmitt, N., Kim, B. H., Ramsay, L. J., & Gillespie, M. A. (2004). Developing a biodata measure and situational judgment inventory as predictors of college student performance. Journal of Applied Psychology, 89(2), 187–207. https://doi.org/10.1037/0021-9010.89.2.187

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4

Pekrun, R., & Stephens, E. J. (2010). Achievement emotions in higher education. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 25, pp. 257–306). Springer. https://doi.org/c9g7k6

Putwain, D., Sander, P., & Larkin, D. (2013). Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success. British Journal of Educational Psychology, 83(4), 633–650. https://doi.org/10.1111/j.2044-8279.2012.02084.x

Rajabalee, B. Y., Santally, M. I., & Rennie, F. (2020). A study of the relationship between students’ engagement and their academic performances in an eLearning environment. E-Learning and Digital Media, 17(1), 1–20. https://doi.org/10.1177/2042753019882567

Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature. Preventive Medicine, 52, S10–S20. https://doi.org/10.1016/j.ypmed.2011.01.027

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/c48g8h

Sánchez-Álvarez, N., Berrios Martos, M. P., & Extremera, N. (2020). A meta-analysis of the relationship between emotional intelligence and academic performance in secondary education: A multi-stream comparison. Frontiers in Psychology, 11, Article 1517. https://doi.org/10.3389/fpsyg.2020.01517

Schmeichel, B. J., & Vohs, K. (2009). Self-affirmation and self-control: Affirming core values counteracts ego depletion. Journal of Personality and Social Psychology, 96(4), 770–782. https://doi.org/10.1037/a0014635

Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling (2nd ed.). Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410610904

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2013). Motivation in education: Theory, research, and applications (4th ed.). Pearson.

Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In S. L. Christenson, A. L. Reschly & C. Wylie (Eds.), Handbook of research on student engagement (pp. 219–235). Springer. https://doi.org/10.1007/978-1-4614-2018-7_10

Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15–31). Academic Press. https://doi.org/ckmggb

Schunk, D. H., & Zimmerman, B. J. (2003). Self-regulation and learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology (pp. 59–78). John Wiley & Sons, Inc. https://doi.org/10.1002/0471264385.wei0704

Shkullaku, R. (2013). The Relationship between self-efficacy and academic performance in the context of gender among albanian students. European Academic Research, 1(4), 467–478. https://l24.im/OcRv

Siddiq, F., Gochyyev, P., & Valls, O. (2020). The role of engagement and academic behavioral skills on young students’ academic performance—A validation across four countries. Studies in Educational Evaluation, 66, Article 100880. https://doi.org/10.1016/j.stueduc.2020.100880

Taber, T. D., & Hackman, J. D. (1976). Dimensions of undergraduate college performance. Journal of Applied Psychology, 61(5), 546–558. https://doi.org/10.1037/0021-9010.61.5.546

Tang, Y., Tseng, H., & Tang, X. (2022). The impact of information-seeking self-efficacy and online learning self-efficacy on students’ performance proficiency. The Journal of Academic Librarianship, 48(5), Article 102584. https://doi.org/10.1016/j.acalib.2022.102584

Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2008). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324. https://doi.org/ff93z5

Thompson, S. C. (2021). The role of personal control in adaptive functioning. In C. R. Snyder, S. J. Lopez, L. M. Edwards, & S. C. Marques (Eds.), Oxford handbook of positive psychology (3rd ed., pp. 271–278). Oxford University Press. https://doi.org/jsr5

Tight, M. (2020). Student retention and engagement in higher education. Journal of Further and Higher Education, 44(5), 689–704. https://doi.org/10.1080/0309877X.2019.1576860

Utami, S. W., & Hitipeuw, I. (2019). Emotional, interpersonal and intrapersonal intelligences: The differences between informatics and psychology students. World Transactions on Engineering and Technology Education, 17(3), 404–408. https://bit.ly/3Xv8iAZ

Villavicencio, F. T., & Bernardo, A. B. I. (2013). Negative emotions moderate the relationship between self-efficacy and achievement of filipino students. Psychological Studies, 58(3), 225–232. https://doi.org/jsr6

Vuong, M., Brown-Welty, S., & Tracz, S. (2010). The effects of self-efficacy on academic success of first-generation college sophomore students. Journal of College Student Development, 51(1), 50–64. https://doi.org/10.1353/csd.0.0109

Wentworth, D. K., & Middleton, J. H. (2014). Technology use and academic performance. Computers and Education, 78, 306–311. https://doi.org/10.1016/j.compedu.2014.06.012

World Bank. (2020). The promise of education in Indonesia. The World Bank Group eLibrary. https://doi.org/10.1596/34807

Yokoyama, S. (2019). Academic self-efficacy and academic performance in Online Learning: A mini review. Frontiers in Psychology, 9, Article 2794. https://doi.org/10.3389/fpsyg.2018.02794

Zettler, I. (2021). Self-control and academic performance: Two field studies on university citizenship behavior and counterproductive academic behavior. Learning and Individual Differences, 21(1), 119–123. https://doi.org/10.1016/j.lindif.2010.11.002

Zhang, F., Markopoulos, P., & Bekker, T. (2020). Children’s emotions in design-based learning: A systematic review. Journal of Science Education and Technology, 29, 459–481. https://doi.org/10.1007/s10956-020-09830-y