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Academic motivation and the elements that influence it have long been a source of concern for educational institutions. Self-efficacy has been identified as a significant component in academic motivation, interest, and academic achievement. Educators have long struggled with how to motivate their students. Self-efficacy is thought to be a significant determinant of a student's motivation. This quantitative research was undertaken to examine the relationship between self-efficacy and academic motivation among university and college students enrolled in Kuala Lumpur during Movement Control Period (MCO). A total of 120 (31 males, 89 females) undergraduates were selected through snowball sampling and participated in the research. Respondents completed two questionnaires, General Self-efficacy Scale (GSE) and Academic Motivation Scale (AMS), which measured their self-efficacy and academic motivation. Findings revealed that the level of academic motivation is higher than the level of self-efficacy among the undergraduates, and there is a statistically significant positive correlation between self-efficacy and academic motivation (rs(120) = .204, p = .026 < .05). This research has provided implications in which it enables educational institutions to respond by providing appropriate assistance in the use of technology and information systems to make the environment of virtual learning as convenient as feasible for students to increase their selfefficacy and academic motivation. [ABSTRACT FROM AUTHOR]