Abstract
The purpose of this research is to know the role of learning motivation, self-efficacy and family support in self-regulated learning of the 11th grade of SMA N 2 Bantul’s Students. There were as many as 248 students in the population of the 11th grade of SMA Negeri 2 Bantul and 72 of them were selected as samples using cluster random sampling technique. The data were collected by using learning motivation scale, self-efficacy, family support and self-regulated learning. The data analysis technique made use of multiple regression analysis and partial correlation technique. The regression analysis indicated positive correlation between learning motivation, self-efficacy and family support, and self-regulated learning with F value of 37.345, p = 0.000 (p < 0.05). There was positive impact of learning motivation to Self-Regulated Learning with t = 2.767, p = 0.007 (p < 0.05). There was a positive role of Self-Efficacy to Self-Regulated Learning with t = 3.532 and p = 0.001 (p < 0.05), a positive role of Family Support to Self- Regulated Learning with t = 2.267 and p = 0.027 (p < 0.05). This research can be used as a reference in the field of guidance and counseling, psychological counseling, or school psychology program within which it was mainly related to the increase in motivation, self-efficacy, social support families and self-regulated learning in learning activities of the students.
Highlights
The purpose of this research is to know the role of learning motivation, self-efficacy and family support in self-regulated learning of the 11th grade of SMA N 2 Bantul’s Students
There were as many as 248 students in the population of the 11th grade of SMA Negeri 2 Bantul and 72 of them were selected as samples using cluster random sampling technique
The data were collected by using learning motivation scale, self-efficacy, family support and self-regulated learning
Summary
The purpose of this research is to know the role of learning motivation, self-efficacy and family support in self-regulated learning of the 11th grade of SMA N 2 Bantul’s Students. Tujuan penelitian ini untuk mengetahui peran motivasi belajar, self-efficacy, dan dukungan sosial keluarga terhadap self-regulated learning pada siswa SMA Negeri 2 Bantul kelas XI. Hasil analisis regresi menunjukkan adanya peran yang positif antara motivasi belajar, self-efficacy, dan dukungan sosial keluarga terhadap self-regulated learning dengan F hitung sebesar 37,345, p = 0.000 (p < 0,05). Penelitian ini dapat dijadikan tambahan referensi dalam bidang bimbingan dan konseling, psikologi konseling, atau psikologi sekolah terutama yang berhubungan dengan program peningkatan motivasi belajar, self efficacy, dukungan sosial keluarga, dan self regulated learning dalam proses belajar siswa. Penelitian ini bertujuan untuk mengetahui peran motivasi belajar, self-efficacy, dan dukungan sosial keluarga terhadap self-regulated learning pada siswa. Penelitian ini dapat dijadikan tambahan referensi dalam bidang bimbingan dan konseling, psikologi konseling, atau psikologi sekolah terutama yang berhubungan dengan program peningkatan motivasi belajar, self efficacy, dukungan sosial keluarga, dan self regulated learning dalam optimalisasi proses belajar siswa
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