Abstract
This study aims to determine the effect of Self-Regulated Learning (SRL) and motivation on laboratory activities of Chemistry Education students. Three theoretical hypotheses are proposed, namely (1) SRL has a direct effect on laboratory activities of Chemistry Education students; (2) SRL has a direct effect on the motivation of chemistry education students; and (3) SRL has an indirect effect on laboratory activities through motivation as a mediator. The instrument was a questionnaire distributed to respondents totaling 268 chemistry education students. Filling out the questionnaire is carried out after students have carried out practicum for one semester. The research results show that SRL has a significant effect on laboratory activities and motivation. The influence of motivation as an intervening SRL was found to be insignificant on laboratory activities.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.