The Impact of Motivation, Self-Efficacy, School Climate, and Study Habits on Academic Success of Elementary School Students

Academic success in elementary school students is shaped by internal psychological factors and the external learning environment. This research investigates the concurrent impact of motivation, self-efficacy, school climate, and study habits on academic success among elementary school students. A quantitative survey design was employed, with data collected from 241 students in grades IV to VI using a Likert-scale questionnaire. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to examine the data. All constructs shown adequate authenticity and dependability based on values of outer loading, Composite Reliability (CR), Average Variance Extracted (AVE), and Cronbach's Alpha. All four variables positively and significantly predicted academic success. Motivation showed The most powerful impact (β = 0.981), then succeeded by self-efficacy (β = 0.497), study habits (β = 0.441), and school climate (β = 0.345). Students with high motivation, strong self-belief, structured study habits, and a positive school environment consistently achieved better academic outcomes. Theoretically, this study advances understanding by integrating psychological and environmental determinants of academic success within a unified structural model. Practically, findings offer evidence-based recommendations for schools, teachers, and parents in creating optimal learning conditions for elementary school students.