The Relationship of Mathematics Self-Efficacy, Language Self-Efficacy, Reading Interest, and Bullying with the Academic Achievement of Formal and Nonformal Education Students: A Multivariate Analysis

This study examines the relationships between mathematics self-efficacy, language self-efficacy, reading interest, bullying, gender, type of educational unit, and achievement in Indonesian Language and Mathematics. A quantitative, correlational, and cross-sectional design was applied to 241 Grade IV students from formal and nonformal educational units in Cirebon, Indonesia. Data were collected through questionnaires measuring mathematics self-efficacy, language self-efficacy, reading interest, and bullying, together with documented academic scores. SmartPLS was used only to assess the convergent validity and internal consistency of the questionnaire constructs. The main hypothesis testing was conducted using the General Linear Model Multivariate procedure. The results showed that mathematics self-efficacy, language self-efficacy, reading interest, bullying, and type of educational unit were significantly associated with the combined academic outcomes, whereas gender was not significant. Mathematics self-efficacy was specifically associated with Mathematics scores, while language self-efficacy was specifically associated with Indonesian Language scores. Reading interest was positively associated with both subjects, whereas bullying was negatively associated with both outcomes. These findings indicate that academic achievement is related to domain-specific self-efficacy, reading engagement, students' social experiences, and educational context. The study provides empirical support for targeted interventions that strengthen subject-specific confidence, promote reading interest, and prevent bullying.