Self-regulated Learning Scale Research Articles

Self-regulated Learning as a Mediator between Authoritative Parenting and Academic Achivement of Junior high School Students

This research begins with a situation that shows the low academic achievement of junior high school students. Self-regulated learning and authoritative parenting are supporting factor to produce student with good academic achievement. Therefore, this research aims to show the influence of self-regulated learning as a mediator between authoritative parenting and learning achievement in junior high school students in Depok District. This research approach was quantitative research using survey methods. This research was conducted in Depok District, Sleman Regency with a sample of 303 students. Data collection techniques used cluster random sampling, with research instruments on the scale of authoritative parenting and self-regulated learning. The validity test used total score results (r) and the reliability test used Cronbach's Alpha with an authoritative parenting style scale value of 0.862 and a self-regulated learning scale of 0.879. In addition, data analysis techniques were carried out using regression using PROCESS v4 for SPSS by Andrew F Hayes. The research results show that self-regulated learning acts as a mediator between authoritative parenting and learning achievement. In this research, it is found that path c had a higher coefficient is 0.4181, and path c' was lower is 0.2501. Based on both, the regression coefficient c' decreased, proving the existence of partial mediation. It can be concluded that there is a partial mediation effect of self-regulated learning from authoritative parenting on learning achievement

Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement

Students in Islamic schools often experience academic stress due to the demands of studying general subjects and religious subjects. Self-regulated learning and student engagement are important to help students manage stress and optimize learning outcomes. The purpose of this study was to test the indirect effect of student engagement in mediating self-regulated learning on academic stress in students. This study used a saturated sample of 154 students who were analyzed quantitatively by testing the outer model and inner model with the SmartPLS application. The measuring instruments used were a modification of the Student-Life Stress Inventory (SLSI) scale (α = 0.989), a modification of the Student Engagement in School Questionnaire (SESQ) scale (α = 0.983), and a modification of the Assessing Academic Self-Regulated Learning scale (α = 0.988). The results of the inner model analysis showed that self-regulated learning had a significant effect on academic stress (β = 0.026; T = 2.239; P = 0.026), and student engagement entered as a mediator of the effect of self-regulated learning on academic stress remained significant (β = 0.023; T = 2.617; P = 0.009), which means it mediates partially. The R-Square results of self-regulated learning together with student engagement on academic stress showed a value of 0.994, which means that 99.4% of self-regulated learning and student engagement affect academic stress. The implication for Islamic schools is the importance of increasing self-regulated learning and student engagement to help students reduce academic stress by implementing student-centered learning strategies.

Examining the self-regulated learning scale using the Rasch model approach

Self-regulated learning is a crucial aspect of the learning process for students. This ability is often overlooked due to the challenges of inaccurate measurement. This study aims to evaluate the quality of a self-regulated learning scale developed through an analysis of respondent responses. The research employed a descriptive quantitative approach using the Rasch Model as the analytical method. The instrument used consisted of 30 statement items. The study sample included 59 mathematics education students selected through cluster random sampling from two universities in different districts. The analysis results indicated that, after three calibration processes, the self-regulated learning scale was refined to 28 items with excellent quality. Furthermore, the responses of 58 students demonstrated a high level of consistency. Thus, self-regulated learning scale has good validity and reliability, making it a dependable tool for measuring self-regulated learning abilities. The implications of this study include the provision of a practical and reliable instrument for researchers and educators to support further studies and serve as an evaluation tool in learning development.

The relationship between peer social support and self-regulated learning in Samarinda Ulu state junior high school students

Purpose: The capacity for self-regulated learning (SRL) assumes a pivotal role among state junior high school students (SMPN), necessitating autonomy in learning endeavors due to the evolving nature of educational processes. Social contextual factors, especially peer social support (PSS), exert significant influence on the manifestation of self-regulated learning. This study aims to elucidate the association between peer social support and self-regulated learning among students of state junior high schools in Samarinda Ulu. Method: Employing quantitative correlational research methodology. Random sampling techniques were employed, with sample sizes adjusted to ensure representation across schools, resulting in a cohort of 347 participants from seven state junior high schools within the Samarinda Ulu sub-district. Research instruments included the Peer Support Questionnaire scale and measures of self-regulated learning. Statistical analysis, using the Pearson Product Moment test aided by the Jamovi application. Result: Revealed a significant correlation with a p-value of 0.001 < 0.05 and a correlation coefficient of r = 0.399, This shows that the hypothesis in this study is proven, showing that there is a relationship between PSS and SRL. This value shows a positive number, which means there is a positive but relatively low relationship between the SRL variable and the PSS variable. The meaning can be interpreted as if the higher the PSS, the SRL possessed by students will also be classified as high. Then conversely, if the PSS level obtained is lower, then the SRL possessed by students will also be classified as low. Conclusion: Based on the results of the Pearson product moment correlation test, ap value of 0.001 <0.05 and an r value = 0.399 was obtained, which means that the working hypothesis (Ha) in this study was accepted, namely that there is a significant relationship between peer social support and self-regulated learning, the nature of the correlation is positive, which means that an increase in the score on the peer support variable will cause an increase in the SLR score. However, the magnitude of the correlation is relatively low, where the variance in peer social support that can explain the SLR variance is 15.92%.

Its Role In Self Regulated Learning Case Study On Junior High School Students Of It Madani Islamic School

Adolescence is a critical period for student education, where students are in the transition period of childhood to adulthood that undergoes changes in their biological, cognitive and socio-emotional conditions. Based on the stage of development, junior high school students should be able to have responsibility in learning, students are able to manage themselves in their way of learning. The focus of this study aims to examine the role of personality type (based on the STIFIn method) and school climate on the self-regulated learning of SMP IT Madani Islamic School students. Sampling in this study used a total sampling involving 300 students. Data collection uses personality type data (based on the STFIn method), school climate scale and self-regulated learning scale. The data analysis technique used in this study is multiple regression analysis. The results showed that STIFIn personality type and school climate played a significant role in self-regulated learning with a value of F = 44,707 and a value of p<.05. Personality type and school climate made an effective contribution of 26.2% to self-regulated learning.

The Impact of Self-Regulation-Based Strategies in Improving Learning Scientific Concepts Among Students with Learning Disabilities in the Intermediate Stage

This study explored the self-regulated learning strategies common among students with learning disabilities in public schools compared to their regular counterparts. In the current study, the descriptive approach was followed to suit the objectives of the study. The study sample consisted of (320) students from the seventh grade, including (160) students with learning disabilities from public schools in Abha, Saudi Arabia. Another 160 students were also from the regular fourth grade in public schools. The study sample was chosen by a simple random method and at a percentage of 50% of its population. The study used a self-regulated learning scale that Purdie had created for use in a foreign environment. The regular person knows how to learn, is self-motivated, and knows his capabilities and limitations, and based on this knowledge, he controls and organizes his learning processes, and modifies them to suit the objectives of the specific task. The results indicate that there are statistically significant differences in the strategy (goal setting and planning) and the strategy (record keeping and monitoring), depending on the variable type of student.

Flow Academic of Students in Muhammadiyah High Schools in Yogyakarta, Indonesia: Role of Peer Attachment and Self-Regulated Learning

This study aims to ascertain the influence of peer attachment and self-regulated learning on the academic flow of students at Muhammadiyah senior high schools in Yogyakarta, Indonesia. This study employed a quantitative research methodology. The study sample consisted of 255 twelfth-grade students of the Muhammadiyah High Schools, selected using the stratified random sampling technique. For the measurement, three psychological scales were employed, including the academic flow scale, the peer attachment scale, and the self-regulated learning (SRL) scale. The data were analyzed using multiple linear regression, with the assistance of the SPSS for Windows 23.0 program. The results of the primary hypothesis yielded an R-squared value of 0.603 with a p-value of 0.000 (p < 0.01), indicating that peer attachment and self-regulated learning exert a significant influence on academic flow. The first minor hypothesis test yielded a t-value of 2.189, with a p-value of 0.030, which is less than 0.05. The second minor hypothesis test yielded a t-value of 9.779 and a p-value of 0.000, indicating a statistically significant result (p < 0.01). The statistical results demonstrate that peer attachment and self-regulated learning have a significant impact on academic flow, with each factor exerting a positive influence. The results demonstrate that self-regulated learning makes a significant contribution to academic flow, accounting for 32.67% of the variance. Similarly, peer attachment is found to have a notable impact on academic flow, explaining 3.70% of the variation.

Utilizing item response theory for the analysis of self-regulated learning scale in mathematics

In the learning process, students must be able to regulate themselves. This is an effort to improve the quality of student learning, especially their learning achievement. The purpose of this study is to empirically analyze the characteristics of self-regulation skills in learning mathematics. The analysis was carried out by utilizing Item Response Theory (IRT) with a Partial Credit Model (PCM). This study is a descriptive quantitative study with the subjects of the study being 123 students of grade 10 of Senior High Schools in Yogyakarta. Data collection was carried out using a questionnaire that had been developed and its item characteristics were analyzed using IRT. The independent learning scale questionnaire in mathematics consists of 16 statement items and measures 5 aspects. Based on all the questions that are feasible to be analyzed using the PCM model, it is known that there are 5 aspects that fit, namely (1) self-confidence, (2) discipline in learning, (3) active in learning, (4) responsibility, and (5) motivation in learning. This instrument can be used to measure students' self-regulation skills in learning mathematics based on their ability level.

Psychological Well-Being and Self-Efficacy for Self-Regulated Learning.

This study explores psychological well-being in adolescence through a multidimensional perspective using the Adolescent Students' Basic Psychological Needs at School Scale, derived from the Self-Determination Theory. The ASBPNSS focuses on three basic psychological needs (Competence, Autonomy, and Relatedness) in adolescence and has not yet been used within the school context in Italy. This study's main objectives are: (1) to validate a preliminary Italian version of the ASBPNSS; (2) to analyze the association between well-being at school and self-efficacy for self-regulated learning; and (3) to verify whether there are differences by gender. A sample of 395 students (mean age = 17.5; SD = 0.75) completed the ASBPNSS and the Self-Efficacy for Self-Regulated Learning Scale. The factorial structure, composite reliability, and gender invariance of the ASBPNSS were examined. Associations between well-being at school and self-efficacy were tested with structural equation models (CFI = 0.935, TLI = 0.925; RMSEA = 0.054). Measures of well-being were associated with school self-efficacy for self-regulated learning, which predicted Competence (beta = 0.639), Relatedness (beta = 0.350), and Autonomy (beta = 0.309). These relationships were invariant over gender, although girls reported lower latent means in the Relatedness factor. This study highlights the importance of promoting school self-efficacy and well-being in adolescence.

Dukungan Sosial Teman Sebaya dan Self-regulated learning pada Mahasiswa Perantau

This study aims to determine the relationship between self-regulated learning and peer social support in migrant students at UIN Walisongo. The research method used is quantitative correlation with analysis using Pearson correlation. The instruments used include peer social support and self-regulated learning scales. The research sample was taken using purposive sampling method involving 128 subjects. The results showed a positive relationship between peer social support and self-regulated learning in migrant students at UIN Walisongo. It can be concluded that the higher the social support of peers, the higher the ability of self-regulated learning in migrant students.

Students’ Self-Regulated Learning on Division Algorithm with a Fair-Share Method

Learning environments should be where constructive and self-regulated learning is fostered. Teachers should transform their mathematics classes into something more challenging and fun while building students’ numeracy skills and learning character. Self-regulated learning is a learning character that students must have to become agentic life-long learners in an unpredictable, dynamic, and ever-changing society. This study aimed to describe students’ self-regulated learning on the division algorithm with a fair-share method. This was descriptive qualitative research using the case study method conducted in six weeks. The subjects of this study are ten students in grade four. The data sources were collected from self-regulated learning scales and students’ learning activity observation sheets. The data was analyzed through data reduction, data presentation, and conclusion. This study unveiled that a teaching division algorithm with a fair-share method could nourish students’ self-regulated learning. Proven that only 20% of students had moderate levels of self-regulated learning; 50% of students had high levels of self-regulated learning; and 30% of students had very high levels of self-regulated learning. Furthermore, the average score of self-regulated dimensions was classified as very good. The fair-share method also impacted students’ behavior to be excited in learning and exposing them to mathematical modeling through the dividing candies activity.

The Effect of Self-Regulated Learning on Student Academic Procrastination

Background: This also happens to PGSD students. Based on observations, show that the majority of students have carried out academic procrastination such as delaying doing coursework, delaying studying when facing exams, and sometimes choosing to do things that are more fun and unrelated to academic assignments. The emergence of academic procrastination behavior is caused by several factors, including low intrinsic motivation, laziness in studying, lack of discipline in the way parents educate them, influence from friends in their environment, as well as a lack of self-regulated learning (SRL) in managing time for doing assignments with other things. Aim: This study aims to determine the effect of self-regulated learning on academic procrastination of Muhammadiyah University students of Palangkaraya. Method: This type of research is quasi-experimental research. The population of this study was 2714, while the sample was 349 students. Data were collected by using several instruments in the form of an academic procrastination scale and a self-regulated learning scale. Statistical testing using linear regression analysis. Results and Dıscussion: The results of the study indicated that the significance value is 0.025 <0.05. Conclusion: It can be concluded that there is a significant influence on the self-regulated learning on academic procrastination of Muhammadiyah University students of Palangkaraya.

디지털 기반 학습 환경에서의 자기조절학습 척도 개발을 위한 예비문항 연구

Purpose: This study aims to develop preliminary items for creating a self-regulated learning scale in a digital learning environment for upper-grade elementary school students. Method: The research involves analyzing prior studies on digital learning and self-regulated learning. Surveys and interviews with upper-grade elementary students were conducted to define and identify factors in self-regulated learning in their digital learning experiences. Preliminary items were then selected and validated for content. Results: Self-regulated learning in a digital environment is defined as the process where students use digital tools to support their learning, become aware of their learning situations, and independently regulate various aspects of their learning. The self-regulated learning measurement tool consists of five areas with 32 preliminary items. Conclusion: This study attempts to reframe the traditional concept of self-regulated learning within the context of a digital learning environment. It focuses on developing a scale for self-regulated learning applicable to younger learners.

Self-regulated learning: Validating a task-specific questionnaire for children in elementary school

This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was applied in a math context. Children from grades 3–6 (N = 547, 54.7 % females) completed the CEMOR. Confirmatory factor analyses indicated that the five proposed scales have adequate to good model fit, with factor loadings ranging from .54 to .83, and acceptable to good composite reliability (ρ range = .75–.85). To find further validity support, the SRL scales were correlated with students’ performance on a math task, experienced emotions, and level of motivation during the task. Most correlations were statistically significant and in the expected direction. Hence, the CEMOR questionnaire shows promise as a new SRL instrument for elementary education.

Investigating the Interplay of Self-Regulated Learning, School Types and Gender on Metacognitive Abilities among Senior Secondary Students

In this study, the researcher is investigating the influence of self-regulated learning, school types (government vs. private), and gender (male vs. female) on metacognitive abilities among senior secondary students. Self-regulated learning is categorized into high and low effectiveness, while school types and gender are considered as independent factors. Metacognitive abilities serve as the dependent variable. A descriptive survey approach is being employed, utilizing a multi-stage stratified random selection to choose 750 students as the sample. For this study, the researcher solely uses a Punita Govil-developed Metacognition Inventory (MCI) questionnaire (2011), and Gupta and Mehtani's (2017) Self-Regulated Learning Scale to gather the information. The primary effect of self-regulated learning, school type, and gender on metacognitive abilities among senior secondary school students is being identified as significant using a three-way ANOVA with a 2×2×2 factorial design to evaluate the data. The study finds that the metacognitive abilities of senior secondary school students do not significantly vary based on self-regulated learning levels, school types (public and private), gender differences, or the interaction between self-regulated learning and school types. The interaction between gender and self-regulated learning does not significantly benefit students. The relationship between public and private school types and gender has a significant impact on metacognitive abilities. However, no significant combination effect is found for gender, school types, or self-regulated learning on metacognitive abilities among senior secondary school students. The study suggests that the relationship between self-regulated learning, school types, and gender does not significantly impact metacognitive abilities.

A research on online self-regulated learning skills of pre-service Turkish teachers

With online learning being on the agenda again in higher education, university students had different views about the online learning process. While some students evaluated this process as an advantage, others expressed the difficulties of the process. There are reasons, such as students' ability to organize their learning processes and being aware of their capacities under these different views. It was observed that students possessing such skills implement various strategies during the learning process and adapt it to their needs. Self-regulation is a prerequisite for a successful learning process and emphasizes the learner's autonomy and personal preferences. Self-regulation skills have become more noteworthy, especially in the online learning process, where students become passive recipients. While students who have developed self-regulation skills in the online learning process are successful, students who do not have this skill are more disadvantaged. Therefore, in this process, we come across two opposite groups, those who turn online learning into an advantage and those who cannot manage this process. This study aimed to assess the self-regulated learning skills of pre-service Turkish teachers who underwent online learning. This study was designed according to the descriptive survey method and was limited to 1st, 2nd, 3rd, and 4th-grade students in the Department of Turkish Language Teaching. In this study, Online Self-Regulated Learning Scale used developed by Barnard et al. (2008) and adopted into Turkish by Samsa Yetik (2011). The obtained data were analyzed with the IBM SPSS Statistics 25 program. This study found that pre-service teachers' online self-regulation skills differed depending on their previous experience with distance education. Significant differences were found in different sub-dimensions of pre-service teachers' online self-regulation skills based on synchronous or asynchronous attendance in distance education courses.

THE EFFECTIVENESS OF CYBER COUNSELING TO ENHANCE STUDENTS' SELF REGULATED LEARNING

This research aims to determine the effectiveness of cyber counseling to improve students' self-regulated learning (SRL). This research method uses a pretest-posttest control group design. Data was collected by using self-regulated learning scale, which had been validated and its reliability had been measured. The research population were 195 students with 8 students selected using purposive sampling as its sample. The data analysis technique uses the t-test. The results of this research reveal that cyber counseling is effective in improving students' SRL as seen from the difference in the average of SRL’s score between students who were given cyber counseling and students who were not given cyber counseling.

The Role of Self-Regulated Learning and Student Engagement in Academic Activities towards Math Achievement

The purpose of this research is to empirically examine the role of self-regulated learning and student engagement in academic activities in math achievement. The research design used is a correlational survey. The subjects of this study are students at Madrasah Aliyah Negeri in Yogyakarta. The research sample was selected using a proportional stratified random sampling technique, with a total of 96 students. Math achievement was determined from students' daily evaluations, and data were collected using a self-regulated learning scale and a scale of student engagement in academic activities. Data were analyzed using multiple regression analysis. According to the findings, self-regulated learning and student engagement in academic activities significantly predict math achievement. Both self-regulated learning and student engagement in academic activities have a positive impact on math achievement. The combined contribution of self-regulated learning and student academic engagement to mathematics achievement is 37.1%. Self-regulated learning contributes more (17.39%) than academic engagement (19.77%) to mathematics achievement. This study recommends that students, teachers, and parents pay attention to self-regulated learning and student engagement factors.

The Relationship Between Self Efficacy and Self Regulated Learning in Students in Bukittinggi

The relationship between self-efficacy and self-regulated learning in students in Bukittinggi. This study aims to see the relationship between self-efficacy and self-regulated learning in students in Bukittinggi. The population in this study was students at 15 universities in Bukittinggi with stratified proportional random sampling technique. The data collection tool used a self-efficacy scale and a self-regulated learning scale. Data analysis technique using product moment correlation test from Karl Pearson using SPSS 16.0 for windows. The results proved that there was a positive relationship, tevident from the results of the hypothesis test obtained a correlation coefficient rxy of 0.841 and p = 0.000 (p < 0.05).

Kontribusi Dukungan Orangtua dan Dukungan Teman terhadap Self Regulated Learning di SLTA A B Yogyakarta

Self-regulated learning is the skill of organizing and directing oneself in the process of learning. Every student should possess self-regulated learning skills in order to achieve high academic performance. Various factors influence a student's self-regulated learning during their educational journey. According to social cognitive theory, these factors are the result of the reciprocal interaction between individual characteristics, behavior, and the environment. This research primarily focuses on environmental factors, namely parental support and peer support. Both parental support and peer support play a role in shaping self-regulated learning. The research aims to empirically examine the contribution of parental support and peer support to self-regulated learning. The research employs a quantitative methodology and takes the form of an ex post facto study. The study population consists of 385 students in the 11 grade from SLTA A and B in Yogyakarta. A random sample of 77 students was chosen independently. Data were collected using instruments, including a self-regulated learning scale, a parental support scale, and a peer support scale. The empirical results of the study reveal that both parental support and peer support significantly contribute to self-regulated learning, with an F value of 36.703 and p-value of 0.000 (p<0.01). When examined separately, parental support significantly and positively contributes to self-regulated learning, with a t-value of 2.032 and a p-value of 0.046 (p<0.05). Peer support also significantly and positively contributes to self-regulated learning, with a t-value of 8.325 and a p-value of 0.000 (p<0.01). Partially, parental support contributed 2.79% and friend support contributed 47.01% to self-regulated learning, and the rest was influenced by other factors.